Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Has the Global Economic Crisis Affected People with Different Levels of Education ?
Abstract: With all the economic turmoil of the past several years, have you ever wished you could buy an insurance policy to protect against the effects of a global recession? Well, such an insurance policy already exists – and it’s called higher education. During the first two years of the global economic crisis, in country after country, people with a tertiary (higher) education were much less likely to be unemployed, much more likely to be participating in the labour force, and more likely to have higher earnings, compared to their less-educated counterparts. These and other findings are discussed in the first issue of the OECD’s new education brief series, Education Indicators in Focus.
Creation-Date: 2012-01-01
Number: 1
Handle: RePEc:oec:eduaaf:1-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Are Countries Around the World Supporting Students in Higher Education?
Abstract: Few would dispute that having a higher education is more important than ever to help people build positive economic futures and strengthen the knowledge economies of countries. Yet as the second issue of the OECD’s new brief series Education Indicators in Focus explains, OECD countries have adopted dramatically different strategies for increasing higher education access – both in terms of how higher education is financed, and in the level of financial support they provide to individuals seeking a degree.
Creation-Date: 2012-02-01
Number: 2
Handle: RePEc:oec:eduaaf:2-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Are Girls Doing in School – and Women Doing in Employment – Around the World?
Abstract: As the world celebrates the achievements of women this month, what can be said about the progress of girls and young women in education, and of women in employment, throughout the world? As the third issue of the OECD's new brief series Education Indicators in Focus describes, girls and women are making solid gains on both fronts - though still more can be done to promote gender equality.On the 2009 PISA assessment, for example, 15-year-old girls outperformed boys in every country, and on average by 39 score points - the equivalent of one year of schooling. Meanwhile, boys outperformed girls on the PISA mathematics assessment in most countries. In higher education, women are now in the majority among entrants to higher education across the world, with an estimated 66% expected to enter university-level programmes at some point during their lives. However, men are more likely than women to earn advanced research qualifications in most countries. Moreover, some fields of study - like engineering, manufacturing, and construction - are still branded as masculine, with comparatively few women graduates. At the same time, women's strides in education have led to improved labour market outcomes for women overall. Across the world, gender gaps in employment between men and women have narrowed at every level of education, and are narrowest among those with a higher education qualification - shrinking from 11 percentage points in 2000 to 9 percentage points in 2009. Be sure to check your inbox for future issues of Education Indicators in Focus, which each month will provide analysis and policy insights into the most pressing issues in education today, using evidence from Education at a Glance, the flagship publication of the OECD's Indicators of Education Systems (INES) programme. Find out more at: http://www.oecd.org/document/46/0,3746,en_2649_39263238_49401006_1_1_1_1,00.html
Creation-Date: 2012-03-01
Number: 3
Handle: RePEc:oec:eduaaf:3-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Pronounced Is Income Inequality Around the World - And How Can Education Help Reduce It?
Abstract: Over the past three decades, the income gap between the rich and the poor has widened across most OECD countries. As the global economic crisis and the changing needs of the worldwide labour market threaten to increase inequality further, how can education help reduce it? As the fourth issue of the OECD’s new brief series Education Indicators in Focus describes, education policies that focus on equity may be one of the strongest tools countries have to address this growing concern. By focusing on equal opportunities for students to achieve strong academic outcomes, countries can provide a pathway for more students to continue on to higher levels of education and eventually secure good jobs – two outcomes that are likely to lessen income inequality in the future. Four top performers on the 2009 PISA assessment – Canada, Finland, Japan, and Korea – show the potential of this approach. All of these countries have education systems that put a strong focus on equity, whether through equitable resource allocation policies, teacher policies, or sustained efforts to engage disadvantaged student populations. And all of them have high proportions of students who performed better than would be expected on PISA, given their socio-economic background – a strong start towards future outcomes that can lead to less income inequality. Be sure to check your inbox for future issues of Education Indicators in Focus, which each month will provide analysis and policy insights into the most pressing issues in education today, using evidence from Education at a Glance, the flagship publication of the OECD’s Indicators of Education Systems (INES) programme.
Creation-Date: 2012-04-01
Number: 4
Handle: RePEc:oec:eduaaf:4-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Is the Global Talent Pool Changing?
Abstract: At a time when having more education is increasingly necessary for success in the labour market, how is the talent pool of young higher education graduates changing around the world? According to the OECD’s latest analysis, not only has it exploded over the last decade – it’s likely to grow far larger by the year 2020. As detailed in the new issue of the OECD’s brief series Education Indicators in Focus, by the year 2020, more than 200 million 25-34 year-olds in OECD and G20 countries will have higher education degrees, and 40% of them will be from China and India alone. By contrast, the United States and the European Union countries are expected to account for just over a quarter of young people with higher education degrees in OECD and G20 countries. What’s more, the rapid expansion of higher education in non-OECD G20 countries has significantly altered the distribution of the talent pool among countries. A decade ago, one in six 25-34 year-olds with a higher education degree was from the United States, a similar proportion was from China, 12% came from the Russian Federation, and about 10% each were from Japan and India. But according to OECD estimates, in 2010 China moved to the head of the pack, accounting for 18% of 25-34 year-olds with higher education. The United States followed with 14%, the Russian Federation and India each had 11%, and Japan had 7%. These trends are likely to only intensify further in the years ahead – raising key questions as to how the labour market will absorb the swelling number of better-educated people in the future. Be sure to check your inbox for future issues of Education Indicators in Focus, which each month provides analysis and policy insights into the most pressing issues in education today, using evidence from Education at a Glance, the flagship publication of the OECD’s Indicators of Education Systems (INES) programme.
Creation-Date: 2012-05-01
Number: 5
Handle: RePEc:oec:eduaaf:5-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What Are the Returns on Higher Education for Individuals and Countries?
Abstract: Investing in higher (tertiary) education is one of the more significant decisions a person can take. In some countries, the direct costs of higher education can be large, often requiring a significant investment of an individual’s personal funds, either in up-front payments or loan repayments later on. Even in countries where the direct costs of higher education to an individual are much lower, such as Finland, Norway, and Turkey, the time invested in pursuing a degree – and the opportunity cost of foregone earnings while an individual is in school – can be a major factor. In light of the personal costs associated with pursuing a tertiary degree, how do the benefits compare? OECD analyses based on the most recent year of available data (2007 for most countries), suggest that as far as the long-term economic benefits of higher education are concerned, the return on investment is very good.
Creation-Date: 2012-06-01
Number: 6
Handle: RePEc:oec:eduaaf:6-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Well Are Countries Educating Young People to the Level Needed for a Job and a Living Wage?
Abstract: An upper secondary qualification (ISCED 3) has become the norm for young people in OECD countries. Today it is considered the minimum qualification for successful participation in the labour market and for integration in society. In 2010, across OECD countries, 19.1% of 25-34 year-olds without an upper secondary qualification were unemployed, compared with 9.8% of young adults of the same age who had an upper secondary qualification. From 2004 to 2008, increasing upper secondary graduation rates coincided with declining numbers of 20-24 year-olds who were neither in education nor employed; but during the economic crisis, an upper secondary qualification no longer provided sufficient insurance against unemployment and poverty.
Creation-Date: 2012-09-01
Number: 7
Handle: RePEc:oec:eduaaf:7-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Is Increasing Private Expenditure, Especially in Tertiary Education, Associated with Less Public Funding and Less Equitable Access?
Abstract: Between 2000 and 2009, total expenditure on educational institutions as a percentage of GDP rose by 0.88 percentage point from 5.34% to 6.22%; the increase came from both public and private sources. In OECD countries, 16.0% of total educational expenditure for all levels of education came from private sources in 2009, compared to 12.2% in 2000. The private share in expenditure increased from 22.9% to 30.0% on average at the tertiary level, whereas it increased from 7.1% to 8.8% at primary, secondary and post-secondary non-tertiary levels. The increase in private expenditure was not tied to a decrease in public spending on education. Rather, both sources of education expenditure had different growth rates. At the country level, a higher share of private expenditure for tertiary education institutions is not associated with more limited access to tertiary education or decreasing opportunities for students from disadvantaged families to enrol in tertiary education.
Creation-Date: 2012-10-01
Number: 8
Handle: RePEc:oec:eduaaf:8-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Does Class Size Vary Around the World?
Abstract: In OECD countries, the average class size at the lower secondary level is 23 students, but there are significant differences between countries, ranging from over 32 in Japan and Korea to 19 or below in Estonia, Iceland, Luxembourg, Slovenia and the United Kingdom. Class size, together with students’ instruction time, teachers’ teaching time and teachers’ salaries, is one of the key variables that policy makers can use to control spending on education. Between 2000 and 2009, many countries invested additional resources to decrease class size; however, student performance has improved in only a few of them. Reducing class size is not, on its own, a sufficient policy lever to improve the performance of education systems, and is a less efficient measure than increasing the quality of teaching.
Creation-Date: 2012-11-01
Number: 9
Handle: RePEc:oec:eduaaf:9-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What Are the Social Benefits of Education?
Abstract: On average across 15 OECD countries, a 30-year-old male tertiary graduate can expect to live another 51 years, while a 30 year-old man who has not completed upper secondary education can expect to live an additional 43 years. A similar comparison between women in the two educational groups reveals less of a difference than that among men. In 27 OECD countries, on average, 80% of young tertiary graduates say they vote, while only 54% of young adults who have not completed upper secondary education do so. The difference in voting rates by level of education is much smaller among older age groups. Education can bring significant benefits to society, not only through higher employment opportunities and income but also via enhanced skills, improved social status and access to networks. By fully recognising the power of education, policy makers could better address diverse societal challenges.
Creation-Date: 2013-01-01
Number: 10
Handle: RePEc:oec:eduaaf:10-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Do Early Childhood Education and Care (ECEC) Policies, Systems and Quality Vary Across OECD Countries?
Abstract: In many OECD countries, ECEC services have increased in response to a growing demand for better learning outcomes as well as growing female labour force participation. In recent years, however, the goals of ECEC policy have become more child-centred. Fifteen-year-old students who attended early childhood education (ECE) tend to perform better on PISA than those who did not, even after accounting for their socio-economic backgrounds. Improving access without giving due attention to the quality of ECEC services is not sufficient to secure good individual and social outcomes.
Creation-Date: 2013-03-01
Number: 11
Handle: RePEc:oec:eduaaf:11-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Which Factors Determine the Level of Expenditure on Teaching Staff?
Abstract: The higher the level of education, the higher the salary cost of teachers per student. In Belgium (Flemish Community), France and Spain, the difference in the annual salary cost between the primary and upper secondary levels of education exceeds USD 1 800 in 2010. Between 2000 and 2010, the salary cost of teachers per student increased in nearly all countries at the primary and lower secondary levels of education and, on average, by one-third and one quarter respectively. Changes over time in the level of salary cost of teachers are mainly driven by teachers’ salaries; class size is the second main driver. Similar levels of expenditure among countries can mask a variety of contrasting policy choices.
Creation-Date: 2013-03-01
Number: 12
Handle: RePEc:oec:eduaaf:12-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Difficult is it to Move from School to Work?
Abstract: In some countries, an increasing number of young people are neither in employment, nor in education or training (NEET). A high proportion of NEETs is an indicator of a difficult transition between school and work. Higher educational attainment eases the transition into employment. Demographic changes, economic conditions and cultural gender role expectations affect the transition process. But flexible school-work arrangements can have a positive impact on the transition to employment.
Creation-Date: 2013-05-01
Number: 13
Handle: RePEc:oec:eduaaf:13-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How is International Student Mobility Shaping Up?
Abstract: Between 2000 and 2011, the number of international students has more than doubled. Today, almost 4.5 million tertiary students are enrolled outside their country of citizenship. The largest numbers of international students are from China, India and Korea. Asian students account for 53% of all students studying abroad worldwide. New players have emerged on the international education market in the past decades, such as Australia, New Zealand, Spain, the Russian Federation and, more recently, Korea. By contrast, the share of international students in some of the most attractive countries – Germany and the United States, for instance – has declined. As countries increasingly benefit from student mobility, the competition to attract and retain students has diversified the map of destinations over the past decade.
Creation-Date: 2013-07-01
Number: 14
Handle: RePEc:oec:eduaaf:14-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Are University Students Changing?
Abstract: More than 23 million students across the OECD and G20 countries will start their first universitylevel course in 2013. The new generation of students will be particularly diverse, with more adults and international students than ever. Entry rates have increased over the last decades but unequal access to university still persists, with entry rates reflecting the background of the students.
Creation-Date: 2013-09-01
Number: 15
Handle: RePEc:oec:eduaaf:15-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Can Countries Best Produce a Highly-qualified Young Labour Force?
Abstract: In an economically uncertain world, countries must balance the need for austerity with the need to invest in building a high-quality workforce. There is only a weak relationship between spending per student and tertiary attainment rates – the same level of spending can produce very different outcomes in different countries. The amount of time students spend getting their qualification varies widely across OECD countries but more time spent in education does not produce a better-qualified workforce. The risk of an over-educated population seems small: higher participation rates do not lead to higher graduate unemployment. Rather, the widening employment gap between the most and the least educated suggests countries should continue to aim for a highly-qualified young workforce.
Creation-Date: 2013-11-01
Number: 16
Handle: RePEc:oec:eduaaf:16-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Does Upper Secondary Vocational Education and Training Improve the Prospects of Young adults?
Abstract: One-third of the population of OECD countries hold an upper secondary vocational education and training (VET) qualification as their highest educational attainment, and it is estimated that nearly half will graduate from a VET programme in their lifetime. Keeping up with technology developments in industry can be a costly endeavour, although partnering with employers can help to spread the cost of VET programmes. While vocational qualifications offer young people a good chance of finding employment, they are sometimes seen as a second-class choice and limit their value in the labour market overall. Countries need to ensure their vocational programmes offer all students the basic skills they need in the labour market and in life, as well as the opportunity to progress on to tertiary education if they wish.
Creation-Date: 2013-11-01
Number: 17
Handle: RePEc:oec:eduaaf:17-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What is the Impact of the Economic Crisis on Public Education Spending?
Abstract: The aftermath of the 2008 financial crisis has meant a significant number of countries have cut public spending on education. Despite GDP rising in most OECD countries between 2009 and 2010, public expenditure on educational institutions fell in one-third of them. Teachers’ salaries were either frozen or cut between 2009 and 2011 in 12 out of the 25 OECD countries with data available. This may discourage the highest-performing students from joining the teaching profession. Demand for education and training is increasing even as austerity continues to put pressure on the resources allocated to education. Educational institutions will have to do more with less in the coming years.
Creation-Date: 2013-12-01
Number: 18
Handle: RePEc:oec:eduaaf:18-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What Are Tertiary Students Choosing to Study?
Abstract: The social sciences are the most popular field for non-vocational tertiary education programmes. One in three new students choose a programme in social sciences, business and law. Gender equality has been virtually achieved in many fields of study, especially in social sciences and services but significant gender differences persist in computing and engineering (maledominated) and in health and welfare and education (female-dominated). Almost one in four international students in OECD countries follow programmes in the field of business and administration (23%). The proportion of international students from fields oriented to the public function such as education (3%) or health and welfare (9%) is lower on average.
Creation-Date: 2014-02-01
Number: 19
Handle: RePEc:oec:eduaaf:19-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Old Are the Teachers?
Abstract: More than one-third of male primary school teachers in OECD countries are now over 50 years old. Across OECD countries, the average age of secondary school teachers has increased by one month every year in the last decade. Only a few countries have managed to develop policies which lower the average age of teachers significantly. Increasing the numbers of female teachers no longer lowers the average age, as the female teaching workforce is ageing faster than its male counterpart.
Creation-Date: 2014-03-01
Number: 20
Handle: RePEc:oec:eduaaf:20-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Much Are Teachers Paid and How Much Does it Matter?
Abstract: Teachers’ salaries increased in real terms between 2000 and 2011 in virtually all OECD countries, but mostly remain below those of other tertiary-educated workers. Statutory salaries for lower secondary school teachers with 15 years of experience are 35% higher than starting salaries in OECD countries. Among OECD countries, education systems that pay teachers more relative to their national income per capita tend to perform slightly better in mathematics as shown by the PISA study. An increasing number of countries are now targeting salary increases to attract high-level graduates in the profession, to retain the best teachers or to assign the most experienced teachers to disadvantaged schools.
Creation-Date: 2014-04-01
Number: 21
Handle: RePEc:oec:eduaaf:21-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Much Time Do Primary and Lower Secondary Students Spend in the Classroom?
Abstract: Students in OECD countries are expected to receive a total of 7 751 hours of instruction on average during their primary and lower secondary education – the bulk of that time is compulsory. In general, the higher the level of education, the greater the number of instruction hours a year. Reading, mathematics and science take up around 50% of the compulsory curricular time in primary education but only 40% at the lower secondary level. The wide variation in instruction hours across OECD countries suggests there is little consensus on the most effective policies related to school time.
Creation-Date: 2014-04-01
Number: 22
Handle: RePEc:oec:eduaaf:22-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: At What Age Do University Students Earn Their First Degree?
Abstract: Across OECD countries, the median age students first graduated from university fell by 6 months between 2005 and 2011. The median age of first graduation ranges from around 22 in Belgium and the United Kingdom to over 27 in Iceland and Israel. The percentage of part-time students has increased from 19.8% in 2005 to 22.0% in 2011, suggesting that more flexible routes between study and work are slowly becoming more widespread. The percentage of older students (aged 30 and over) entering universities has remained constant at around 10%-11% on average between 2005 and 2011.
Creation-Date: 2014-05-01
Number: 23
Handle: RePEc:oec:eduaaf:23-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Innovative is the Education Sector?
Abstract: Education has one of the highest shares of innovative jobs for tertiary graduates of all sectors of the economy in Europe, and a higher proportion than in other public sector areas such as health and public administration. Innovation in knowledge or methods is the most common form of innovation, with education outperforming all sectors of the economy on this measure. Within education, higher education is much more innovative than the primary and secondary levels – and is one of the most innovative sectors of the economy in terms of innovation in knowledge or methods.
Creation-Date: 2014-07-01
Number: 24
Handle: RePEc:oec:eduaaf:24-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Who Are the Doctorate Holders and where Do Their Qualifications Lead Them?
Abstract: Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research. The number of advanced research qualifications being awarded across OECD countries significantly increased over the past decade, growing from 158 000 new doctorates in 2000 to 247 000 in 2012, a rise of 56%. International students get one in five of these new doctorates. Even though the share of women in doctorate programmes has increased over the last decade (as in other levels of education), by 2012 women were still less likely than men to earn an advanced research qualification. On average, individuals with advanced research qualifications benefit from higher employment rates compared to other university-level graduates (Bachelor’s and Master’s degrees combined). The business enterprise sector offers better wages for new doctorate holders than the higher education and government sectors, but also unequal opportunities, depending on the field in which they graduate.
Creation-Date: 2014-10-01
Number: 25
Handle: RePEc:oec:eduaaf:25-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Learning Begets Learning: Adult Participation in Lifelong Education
Abstract: In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic. The more highly educated adults are, the more likely they are to continue with adult education and learning: about 70% of adults with a tertiary qualification participated, compared with just 27% among adults who did not complete upper secondary education. Employed adults are more likely to participate in adult education and learning: in half of the countries, the difference in participation between employed and unemployed individuals is more than 15 percentage points. Motivation encourages participation in adult education and learning: countries where a significant proportion of adults express a desire for more education also show the highest levels of participation.
Creation-Date: 2014-11-01
Number: 26
Handle: RePEc:oec:eduaaf:26-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What Are the Earnings Advantages from Education?
Abstract: Rising levels of tertiary attainment seem not to have led to an “inflation” eroding the labour-market value of qualifications. However, tertiary graduates have the highest relative earnings advantage when they live in a country with low tertiary attainment rates. On average, compared to those with an upper secondary education, tertiary-educated adults earn about 1.6 times more than their peers, while individuals without an upper secondary education earn 24% less. Higher educational attainment and literacy skills increase earnings, but the advantages are more pronounced for men than for women and seem to increase as adults get older. The crisis has widened the wage gap between less educated and highly educated individuals: across OECD countries, the average difference in earnings from employment between these two groups increased from 75 percentage points in 2008 to 79 percentage points in 2012. Qualifications are more rewarded than skills: attaining a higher level of education has a stronger positive impact on earnings than better literacy proficiency.
Creation-Date: 2014-12-01
Number: 27
Handle: RePEc:oec:eduaaf:27-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Are Young People Attaining Higher Levels of Education than their Parents?
Abstract: Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD Survey of Adult Skills, 39% of adults have achieved a higher level of education than their parents. A 20-34 year-old with tertiary educated parents is 4.5 times more likely to participate in tertiary education than a young adult whose parents did not have a tertiary qualification.
Creation-Date: 2015-01-01
Number: 28
Handle: RePEc:oec:eduaaf:28-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How Much Time Do Teachers Spend on Teaching and Non-teaching Activities?
Abstract: The annual number of teaching hours of teachers differs greatly from one country to another and tends to decrease as the level of education increases. On average across countries, teachers spend half of their working time in non-teaching activities including planning lessons, marking and collaborating with other teachers. Keeping order in the classroom, generally the biggest concern for new teachers, occupies an average of 13% of all teachers’ time across countries. Schools could further benefit from developing ways to use teachers’ time more efficiently so that they could devote more time to professional development, teaching-related work and learning.
Creation-Date: 2015-02-01
Number: 29
Handle: RePEc:oec:eduaaf:29-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Education and employment: What are the gender differences?
Abstract: Among 25-34 year-olds, more women than men hold a tertiary qualification in 33 of the 36 countries for which data are comparable. Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare. Despite their higher educational attainment, young women still have lower employment rates than men, although the gender gap is much narrower for tertiary educated young women than for those with lower educational attainment. Women with tertiary education earn about three-quarters of their male peers’ earnings. Some of this may be due to the under-representation of women at the highest levels of tertiary education, as well as in some fields of education, which are highly rewarded by the labour market.
Creation-Date: 2015-03-01
Number: 30
Handle: RePEc:oec:eduaaf:30-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How is the global talent pool changing (2013, 2030)?
Abstract: The number of tertiary educated young people (25-34 years old) in OECD and G20 countries has grown by nearly 45% in the past decade and is expected to keep growing until 2030. If current trends continue, the contribution of OECD countries to the global talent pool will keep shrinking through 2030. China and India are expected to supply more than 60% of the G20 workforce with a qualification in science, technology, engineering and mathematics by 2030.
Creation-Date: 2015-04-01
Number: 31
Handle: RePEc:oec:eduaaf:31-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Are Education and Skills being Distributed more Inclusively?
Abstract: Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way in which poverty, social inequality and exclusion are transmitted from one generation to another. For countries to grow and progress in a sustainable way, educational opportunities should be distributed in an inclusive way.
Creation-Date: 2015-06-01
Number: 32
Handle: RePEc:oec:eduaaf:32-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Focus on vocational education and training (VET) programmes
Abstract: In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work‑based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment opportunities. However, in many OECD countries, the share of young people who are neither employed, nor in education or training (NEET) is still higher for graduates from upper secondary VET than from upper secondary general programmes. Students who enter vocational programmes are less likely to graduate than those who are enrolled in general programmes. Moreover, they are nearly five times less likely to enrol in further education than graduates from general secondary schools with similar proficiency in literacy.
Creation-Date: 2015-07-01
Number: 33
Handle: RePEc:oec:eduaaf:33-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What are the advantages today of having an upper secondary qualification?
Abstract: In most OECD countries, the large majority of adults had at least an upper secondary qualification in 2013, making the completion of upper secondary education the minimum threshold for successful labour market entry and continued employability or the pursuit of further education. Young people who left school before completing upper secondary education face difficulty in the labour market but also have particularly low cognitive skills compared with upper secondary graduates. Those aged 15-29 who left school before completing upper secondary education are twice as likely to have low numeracy scores than those with an upper secondary education. On average across OECD countries, the unemployment rate among 15-29 year-olds not in education is 13 percentage points lower among those with an upper secondary education than for those without. Having a tertiary qualification reduces unemployment rates by a further five percentage points.
Creation-Date: 2015-08-01
Number: 34
Handle: RePEc:oec:eduaaf:34-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How do differences in social and cultural background influence access to higher education and the completion of studies?
Abstract: Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary education. Inequalities in higher education reflect to a great extent what happened earlier in an educational career. Upper secondary students from disadvantaged backgrounds are less likely to perform well in PISA assessments, less likely to complete upper secondary education and less likely even to aspire to attend higher education. Nevertheless, higher education institutions still have an important role to play in reducing inequalities. Policies must aim to make higher education more accessible for students from disadvantaged backgrounds as well as to support these students and improve their success at this level.
Creation-Date: 2015-10-01
Number: 35
Handle: RePEc:oec:eduaaf:35-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What are the benefits of ISCED 2011 classification for indicators on education?
Abstract: The International Standard Classification of Education (ISCED) is the reference framework used to classify education programmes and related qualifications by education levels and fields. The basic concepts and definitions of ISCED are intended to be internationally valid and cover the full range of education systems. ISCED 2011, the second major revision of the classification, reflects significant shifts in the structure of tertiary education resulting from the Bologna process in Europe, the development of early childhood education, and increasing interest in statistics on the outcomes of education such as educational attainment. ISCED 2011 has been implemented for the first time in data collected for indicators published in Education at a Glance 2015. This new classification offers the potential for new analysis at both tertiary level and in early childhood education. The ISCED classification of fields of education was reviewed separately. The ISCED 2013 Fields of Education and Training classification (ISCED-F 2013) will be used for the first time in Education at a Glance 2017.
Creation-Date: 2015-11-24
Number: 36
Handle: RePEc:oec:eduaaf:36-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Who are the bachelor's and master's graduates?
Abstract: Graduation rates for bachelor’s and master’s degrees have dramatically increased over the past two decades, with 6 million bachelor’s degrees and 3 million master’s degrees awarded in OECD countries in 2013. Although women represent over half of the graduates at the bachelor’s and master’s level, they are still strikingly under-represented in the fields of sciences and engineering. The proportion of international students rises with every level of tertiary education: while 7% of bachelor’s graduates were international students in 2013, the figure increases to 18% among those awarded a master’s degree.
Creation-Date: 2016-01-08
Number: 37
Handle: RePEc:oec:eduaaf:37-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How is learning time organised in primary and secondary education?
Abstract: The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan. The higher the level of education, the greater the number of instructional hours per school day. Students in OECD countries are expected to receive on average 4.3 hours of instruction per day in primary school, rising to 5.2 hours in upper secondary school. On average across OECD countries, around half of primary schools’ compulsory curricular time is focused on reading, writing and literature; mathematics; and science, amounting to 2.2 hours per school day. In lower secondary education this falls to only 1.8 hours per day. There are wide variations across OECD countries in the organisation of the learning time within and outside the classroom but there has been a recent trend of increasing classroom instruction time dedicated to core subjects such as mathematics, and a reduction in the time spent doing homework outside the classroom.
Creation-Date: 2016-02-16
Number: 38
Handle: RePEc:oec:eduaaf:38-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: The internationalisation of doctoral and master's studies
Abstract: One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level. Almost 60% of international doctoral students in OECD countries are enrolled in science, engineering or agriculture. The United States hosts 38% of international students enrolled in a programme at the doctoral level in OECD countries. Luxembourg and Switzerland host the largest proportion of international students, who make up more than half of their total doctoral students. International master’s and doctoral students tend to choose to study in countries investing substantial resources in research and development in tertiary educational institutions. Of all international students enrolled at the master’s or doctoral level across OECD countries, the majority (53%) are from Asia, and 23% are from China alone.
Creation-Date: 2016-03-09
Number: 39
Handle: RePEc:oec:eduaaf:39-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Teachers' ICT and problem-solving skills: Competencies and needs
Abstract: The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector. Primary and secondary teachers have better ICT and problem-solving skills than the general population, and similar skills to other tertiary-educated adults. In Japan and Korea, however, primary and secondary teachers are over 40 percentage points more likely than other tertiary graduates to have good skills when age is taken into account. On average, across the countries participating to the TALIS survey, 59% of lower secondary teachers expressed a need for professional development in ICT skills for teaching.
Creation-Date: 2016-04-22
Number: 40
Handle: RePEc:oec:eduaaf:40-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How much do tertiary students pay and what public support do they receive?
Abstract: OECD countries differ significantly in the way spending on tertiary education is shared between public and private sources of funding, and in the financial support they provide to students. Countries with high tuition fees tend to also be those where private entities other than households make a more significant contribution to funding tertiary institutions. By contrast, in countries with more progressive tax regimes, students often pay low or no tuition fees and have access to generous public subsidies for tertiary education, but then face high income tax rates. An increasing number of OECD countries charge higher tuition fees for international students than for national students, and many also differentiate tuition fees by field of education, largely because of the divergent returns on wages. In countries with high tuition fees, student financial support systems that offer all students loans with income-contingent repayments combined with means-tested grants can be an effective way to promote access and equity while sharing the costs of tertiary education between taxpayers and students.
Creation-Date: 2016-05-13
Number: 41
Handle: RePEc:oec:eduaaf:41-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What are the benefits from early childhood education?
Abstract: Early childhood education and care programmes (ECEC) have become more accessible in recent years, with high enrolment rates in both early childhood educational development and preprimary education. The educational results of students at the age of 15 may be partially explained by attendance at pre-primary education, which sharply decreases the likelihood of low performance in the Programme for International Student Assessment (PISA). Pre-primary education can play a strong role in promoting equality at an early age, particularly by targeting disadvantaged groups such as first- and second-generation immigrants. Assuring and monitoring the quality of programmes is key to guaranteeing that early childhood education and care has a positive impact on both equity and performance in education.
Creation-Date: 2016-06-16
Number: 42
Handle: RePEc:oec:eduaaf:42-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Subnational variations in educational attainment and labour market outcomes
Abstract: Levels of educational attainment do not only vary among countries, but also within them. In many countries, people with tertiary education – usually the most skilled people – are more highly represented in the capital region. Regional employment rates in many countries vary more widely among adults without upper secondary education than among those with upper secondary education or higher. In many countries, the percentage of young people neither in employment nor in education or training (NEET) is twice as high in some regions as in others.
Creation-Date: 2016-07-08
Number: 43
Handle: RePEc:oec:eduaaf:43-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Attainment and labour market outcomes among young tertiary graduates
Abstract: Among 25-34 year-olds with a tertiary degree, the proportion of those who obtained at least a master’s or equivalent degree varies from 4% in Chile to 79% in the Slovak Republic. Tertiary attainment also varies across generations: while 49% of tertiary-educated 25-34 year-olds have a bachelor’s or equivalent degree as their highest educational attainment, this falls to 39% among 55-64 year-olds. Employment prospects tend to improve with tertiary attainment levels: the average employment rate of 25-34 year-olds with a doctorate is 88%, for those with a master’s or equivalent degree it is 84% and for those with at most a short-cycle or a bachelor’s degree it is around 80%. In some countries, however, increased tertiary attainment is not associated with improved employment prospects among 25-34 year-olds, except for doctorate holders. In other countries, short-cycle tertiary graduates are more likely to be employed than those with a bachelor’s degree.
Creation-Date: 2016-08-23
Number: 44
Handle: RePEc:oec:eduaaf:44-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Fields of education, gender and the labour market
Abstract: More and more adults are earning a tertiary qualification, but not all tertiary degrees have the same value on the labour market. In general, postgraduate degrees such as master’s and doctoral degrees are associated with higher employment rates and earnings than bachelor’s degrees. Labour market outcomes also vary by field of education. Some fields of education differ markedly in their gender composition, reflecting the sex-typing of occupations and gender stereotypes. Graduates’ field of education is closely related with their occupational choices; therefore a better understanding of gender disparities in this area can help to identify some of the mechanisms that lie behind gender differences in the labour market and beyond.
Creation-Date: 2016-10-28
Number: 45
Handle: RePEc:oec:eduaaf:45-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What influences spending on education?
Abstract: The challenge of providing more and better education with tightening public budgets has made governments increasingly interested in the efficient allocation of education resources. Results from the OECD Programme for International Student Assessment (PISA) show that, among countries with a comparatively high gross domestic product (GDP) per capita, the amount spent on education is less important than how those resources are used.
Creation-Date: 2016-11-30
Number: 46
Handle: RePEc:oec:eduaaf:46-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How are health and life satisfaction related to education?
Abstract: Since 2009, Education at a Glance (EAG) has included an indicator on education and social outcomes using data from different surveys. The OECD Programme for the International Assessment of Adult Competencies (PIAAC) develops and conducts the Survey of Adult Skills which measures adults’ proficiency in literacy, numeracy and problem solving in technology-rich environments. Data collected through the Survey of Adult Skills were used in various editions of EAG as it gathered rich information on various social outcomes. In EAG 2016, Indicator A8 (How are social outcomes related to education?) used this source to measure the association between educational attainment and self-reported health. This indicator also analysed data from the European Union Statistics on Income and Living Conditions (EU-SILC) on the prevalence of limitations that affect people’s ability to perform normal daily activities across the different educational attainment levels. Finally, it referred to the Gallup World Poll to analyse how life satisfaction varied across the different countries and educational attainment levels. The main findings are further developed in this paper.
Creation-Date: 2016-12-20
Number: 47
Handle: RePEc:oec:eduaaf:47-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Educational attainment: A snapshot of 50 years of trends in expanding education
Abstract: Countries have seen a major increase in the educational attainment level of their populations. In 1965, only 43% of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. Fifty years later, upper secondary education had almost doubled with attainment levels reaching 84% in 2015.
Creation-Date: 2017-01-27
Number: 48
Handle: RePEc:oec:eduaaf:48-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Gender imbalances in the teaching profession
Abstract: Historically across the OECD, the teaching profession has been largely dominated by women. The share of female teachers has been increasing over the past decade – reaching 68% in 2014 for all levels of education combined. The gender disparity decreases gradually with the level of education, from 97% of women in pre-primary education to 43% in tertiary education. Between 2005 and 2014, the gender gap increased at the primary and secondary levels, but decreased at the tertiary level.
Creation-Date: 2017-03-01
Number: 49
Handle: RePEc:oec:eduaaf:49-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Educational attainment and investment in education in Ibero-American countries
Abstract: Despite the geographical distances between them, Ibero-American countries share some similarities in their educational attainment rates and private expenditure on educational institutions as a percentage of GDP. Across all Ibero-American countries covered in Education at a Glance, there is a higher than average share of adults without an upper secondary education. Even though the gap is declining, the share of less well-educated adults still remains higher than the OECD average among the younger generation. In parallel, private expenditure on educational institutions as a percentage of GDP is generally higher in Ibero-American countries than on average across OECD countries.
Creation-Date: 2017-03-31
Number: 50
Handle: RePEc:oec:eduaaf:50-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Tuition fee reforms and international mobility
Abstract: In most countries with available data, public educational institutions charge different tuition fees for national and foreign students enrolled in the same programme. In Australia, Austria, Canada, New Zealand and the United States, foreign students pay on average about twice or more the tuition fees charged to national students. In Australia and New Zealand, the estimated revenue from foreign students’ tuition fees exceeds one-quarter of the total expenditure on tertiary educational institutions. Recent reforms in Denmark, New Zealand and Sweden show that changes in foreign students’ fees are reflected by changes in the number of international new entrants.
Creation-Date: 2017-05-15
Number: 51
Handle: RePEc:oec:eduaaf:51-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Who bears the cost of early childhood education and how does it affect enrolment?
Abstract: Local governments are the main contributors to the financing of early childhood education, particularly with regards to core goods and services such as staff salaries and school buildings. Households and other private entities bear a greater share of the cost than in other levels of education, particularly for ancillary services such as meals, school health services and transport. Public expenditure on educational institutions, transfers and subsidies to the private sector, and the way funds are allocated, can help increase participation in early childhood education. Increased spending on early childhood education does not always translate into higher enrolment, as funds may be used to improve the quality of learning, through raising teachers’ salaries, investing more in school facilities or prioritising a smaller number of teachers per student.
Creation-Date: 2017-06-28
Number: 52
Handle: RePEc:oec:eduaaf:52-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How have teachers’ salaries evolved and how do they compare to those of tertiary-educated workers?
Abstract: The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and smaller salary gaps between levels of education. Nevertheless, statutory and/or actual salaries increased significantly in some countries between 2005 and 2014, even if in 2014 teachers’ actual salaries remain lower than those of tertiary-educated workers in most countries.
Creation-Date: 2017-07-07
Number: 53
Handle: RePEc:oec:eduaaf:53-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Transition from school to work: How hard is it across different age groups?
Abstract: The transition from school to work can be a difficult period associated with spells of unemployment. Data show that those who leave school early have comparatively low skills and low educational attainment and face the greatest challenges in the labour market compared to their peers who stayed in education longer. Efforts should be made to ensure that people remain in education until they complete at least upper secondary education – considered the minimum threshold for successful entry into the labour market. Remaining in education not only leads to higher educational attainment, but also fosters the skills needed to ensure a successful transition into the labour market.
Creation-Date: 2017-08-31
Number: 54
Handle: RePEc:oec:eduaaf:54-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What are the gender differences and the labour market outcomes across the different fields of study?
Abstract: Although girls and boys perform similarly in the PISA science assessment at age 15, girls are less likely than boys to envision a career in science and engineering, even in countries where they outperform them. Current gender disparities in the labour market will not be addressed by the inflow of new graduates: in all OECD and partner countries, women significantly outnumber men in education while men largely outnumber women in engineering, manufacturing and construction in both fields of study and the labour market. Male-dominated fields of study such as engineering, manufacturing and construction have high employment rates but also the greatest difference between the employment rates of men and women.
Creation-Date: 2017-11-01
Number: 55
Handle: RePEc:oec:eduaaf:55-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Who really bears the cost of education?: How the burden of education expenditure shifts from the public to the private sector
Abstract: Despite the obvious benefits derived from education, governments face difficult trade-offs when balancing the share of public and private contributions to education.Understanding how private expenditure is sourced, through public transfers or through private funds, can make a difference in enabling access to education and provide insights into how the cost of education shifts between public and private sources of funding over time.
Creation-Date: 2017-12-04
Number: 56
Handle: RePEc:oec:eduaaf:56-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Is labour market demand keeping pace with the rising educational attainment of the population?
Abstract: Across OECD countries, more and more individuals have attained tertiary education and the share of those with less education has declined. Although there are more tertiary-educated individuals than ever before, they still achieve good labour market outcomes. This confirms that labour market demand is generally keeping pace with rising educational attainment. Only in about one-quarter of OECD countries, the employment advantage of tertiary-educated adults over adults with upper-secondary or post-secondary education has declined over the past two decades, which may be a sign that demand for tertiary-educated people is slowing down. Countries also need to address the situation of young men and women who have not completed upper secondary school and who face low employment prospects.Across OECD countries, more and more individuals have attained tertiary education and the share of those with less education has declined. Although there are more tertiary-educated individuals than ever before, they still achieve good labour market outcomes. This confirms that labour market demand is generally keeping pace with rising educational attainment. Only in about one-quarter of OECD countries, the employment advantage of tertiary-educated adults over adults with upper-secondary or post-secondary education has declined over the past two decades, which may be a sign that demand for tertiary-educated people is slowing down. Countries also need to address the situation of young men and women who have not completed upper secondary school and who face low employment prospects.
Creation-Date: 2017-12-21
Number: 57
Handle: RePEc:oec:eduaaf:57-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How do primary and secondary teachers compare?
Abstract: While policy debate is often focused on the whole teaching profession, primary and secondary teachers differ in more ways than one. While all countries require teachers to have at least a bachelor degree to enter the profession in primary or lower secondary education, the structure and content of the programmes vary and are less geared towards practice at secondary than primary level. Primary school teachers spend on average 10% more of their working time teaching, though their class size will be slightly smaller. Finally, primary teachers’ salaries are less competitive than their lower secondary peers in more than half of the countries. Improving the attractiveness and effectiveness of the teaching profession can only be addressed by recognising these differences and adapting a differentiated policy to address the challenges of each.
Creation-Date: 2018-02-01
Number: 58
Handle: RePEc:oec:eduaaf:58-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How does access to early childhood education services affect the participation of women in the labour market?
Abstract: While the benefits of early childhood education and care (ECEC) services to better learning are now widely acknowledged, a widespread and accessible provision for these services also helps support gender equality in the workforce. In particular, the availability, intensity, reliability and affordability of ECEC play an important role in engaging women full time in the labour market. While ECEC has experienced a surge of policy attention over the last decades, wide variations still exist across countries and its costs remains a barrier to accessing paid work for poor families and lone parents, mostly mothers. More efforts are needed to increase the provision and accessibility of free ECEC services, especially for children under the age of 3.
Creation-Date: 2018-03-08
Number: 59
Handle: RePEc:oec:eduaaf:59-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How is depression related to education?
Abstract: People with higher levels of education report less prevalence of depression in all OECD countries with data. A greater share of women than men report suffering from depression, but the share decreases more steeply for women than for men as educational attainment increases.Employment is associated with a lower share of self-reported depression, especially among low-educated adults. Given that mental illness has its onset in childhood or adolescence, these findings highlight the important role education systems play in ensuring students complete their education and successfully transition into the workplace.
Creation-Date: 2018-04-20
Number: 60
Handle: RePEc:oec:eduaaf:60-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How is the tertiary-educated population evolving?
Abstract: Over the next decade, a growing proportion of young adults are expected to attain tertiary education, with China and India leading the way – in particular in the fast-growing and highly relevant fields of STEM. Nonetheless, while women in OECD and G20 countries are expected to experience a greater increase in tertiary attainment than men, they may continue to lag behind in STEM, where they have been consistently under-represented. The challenge for the near future will be to ensure that educational systems are able to provide tertiary degrees that are both of high quality and relevance, in an equitable and inclusive manner.
Creation-Date: 2018-05-24
Number: 61
Handle: RePEc:oec:eduaaf:61-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How does the earnings advantage of tertiary-educated workers evolve across generations?
Abstract: The demand and supply of tertiary workers contribute to shaping their earnings advantage. The expansion of tertiary education has been accompanied by a decrease in the earnings advantage of tertiary-educated younger and older workers in many OECD and partner countries. Tertiary-educated workers reap the largest advantage in countries where few adults have completed tertiary education. Older tertiary-educated workers benefit from both their relative scarcity among their generation and their longer professional experience, resulting in a higher earning advantage than their younger counterparts. It is difficult to say whether younger tertiary educated workers will achieve the same earnings advantage over time that the older generation currently enjoys. However, a formal qualification is not the sole assurance of higher earnings: higher skills lead to positive financial outcomes across all educational attainment levels.
Creation-Date: 2018-07-12
Number: 62
Handle: RePEc:oec:eduaaf:62-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How do admission systems affect enrolment in public tertiary education?
Abstract: Both the admission process and criteria for admission affect tertiary enrolment. Centralised admission systems can make the admission process more efficient, but can limit the number of applications and offers made to applicants; minimum performance requirements or tuition fees are barriers to tertiary studies, even if adjustments are made for specific groups or for equity reasons. This snapshot of tertiary education admission systems enables a better analysis of the implications of these different policies across different settings and so helping provide a clearer understanding of what matters for outcomes.
Creation-Date: 2018-10-10
Number: 63
Handle: RePEc:oec:eduaaf:63-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How decentralised are education systems, and what does it mean for schools?
Abstract: School autonomy is popular but also complex and sometimes contentious. Many education systems have increased schools’ autonomy in the hope of achieving greater efficiency and closer adaptation to local needs. In some countries, however, increased autonomy has led to greater pressure on schools and local stakeholders. To be successful, school autonomy needs to be built on a set of key ingredients: a strong national framework and a clear strategic vision, well-adapted school head and teacher training programmes, solid accountability mechanisms, and the creation of a collaborative environment – between and within schools.
Creation-Date: 2018-11-23
Number: 64
Handle: RePEc:oec:eduaaf:64-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How do the educational attainment and labour market outcomes of foreign-born adults compare to their native-born peers?
Abstract: Adult migrants in all OECD countries are a diverse group, with different profiles and levels of education. Even if they hold tertiary degrees, they are more likely to have poorer labour market outcomes, including lower earnings. Participation in the labour market is more difficult for foreign-bornadults who arrived at a later age and acquired their qualifications in another country. It is important that host countries design and implement policies that will help immigrants improve their chances in their labour market, benefitting both the person and the country.
Creation-Date: 2018-12-18
Number: 65
Handle: RePEc:oec:eduaaf:65-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How much would it cost to reduce class size by one student?
Abstract: Decreasing class sizes, even by as little as one student, comes with a price tag. It is possible to “pay” for this increase by compensating with one of the other factors influencing the salary cost of teachers: lower teachers’ salaries, less required instruction time for students or more teaching time for teachers. Across OECD countries there seems to be a trade-off between smaller class sizes and higher teachers’ salaries, thus prompting the question of which policy leads to the best student outcomes. The evidence points to the importance of ensuring high-quality teaching above all else. Although higher salaries can help achieve that, several other factors will also influence the quality of the teaching force and of the country’s educational system as whole.
Creation-Date: 2019-01-31
Number: 66
Handle: RePEc:oec:eduaaf:66-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Why does the Sustainable Development Goal on Education (SDG 4) matter for OECD countries?
Abstract: The Sustainable Development Agenda is a universal and ambitious agenda that challenges every single country in the world to achieve the Sustainable Development Goals by 2030 – and this is why it matters for OECD countries. In this context, Sustainable Development Goal 4 sheds light on education policy issues which were not traditionally included in the international development agenda and which remain highly relevant for OECD member and partner countries. In particular, Sustainable Development Goal 4 stresses the importance of providing equitable access to education and lifelong learning opportunities that lead to effective learning outcomes. It also emphasises the need to adapt the content of education to include relevant topics such as human rights and gender equality. The challenge, however, remains to collect quality and comparable data to monitor the wide range of Sustainable Development Goal 4 indicators. With the 2030 deadline in view, OECD countries can play an important role in pushing strongly for the collection of more and better quality data and developing the methodologies to assess education systems in OECD countries and beyond.
Creation-Date: 2019-02-28
Number: 67
Handle: RePEc:oec:eduaaf:67-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What characterises upper secondary vocational education and training?
Abstract: Vocational education and training can play a central role in preparing young people for work and responding to the labour market needs of the economy. While often neglected in the past, an increasing number of countries are recognising that high-quality vocational education and training can make a major contribution to economic competitiveness. In an unpredictable future where jobs will either disappear or transform, vocational education and training, together with work-based learning, can respond to this challenge by offering an excellent opportunity to nurture the skills employers require.
Creation-Date: 2019-04-05
Number: 68
Handle: RePEc:oec:eduaaf:68-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How does socio-economic status influence entry into tertiary education?
Abstract: Across OECD countries, individuals without tertiary-educated parents tend to be considerably under-represented among entrants to tertiary education. However, inequalities tend to accumulate throughout an individual’s educational career. In particular, the period from starting upper secondary to entering tertiary education is critical in determining students’ future career and education choices. Understanding how socio-economic disparities at earlier levels may influence entry rates to tertiary education will be essential if policy makers are to design better policies to improve equity.
Creation-Date: 2019-05-03
Number: 69
Handle: RePEc:oec:eduaaf:69-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How can the comparability of early childhood education and care statistics be improved?
Abstract: The types of services available to children and their parents vary significantly across OECD countries. This makes international comparisons of ECEC more challenging. The revision of ISCED in 2011 was a significant first step towards better identifying the education component of ECEC programmes and capturing information about ECEC services designed for children under the age of 3. Extending this typology to ECEC services that are considered an integral part of countries’ ECEC provision but do not comply with all the ISCED 0 criteria, offers opportunities to better understand enrolment statistics.While much progress has been made in recent years, additional efforts are needed to pursue the development of ECEC indicators to take into account other characteristics that affect the interpretation and comparability of statistics across countries.
Creation-Date: 2019-07-18
Number: 70
Handle: RePEc:oec:eduaaf:70-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How do young people’s educational attainment and labour-market outcomes differ across regions?
Abstract: Different regions often display large differences in educational attainment and employment outcomes, highlighting the importance of monitoring regional as well as national indicators and the need for government to develop tailored policy responses to ensure the benefits of education reach the whole country.
Creation-Date: 2019-08-13
Number: 71
Handle: RePEc:oec:eduaaf:71-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How has private expenditure on tertiary education evolved over time and how does it affect participation in education?
Abstract: On average in OECD countries, private sources account for a significant share of investment in tertiary educational institutions. Private expenditure on tertiary educational institutions increased faster than public expenditure between 2010 and 2016 on average across OECD countries, although this varies from country to country. Participation in tertiary education is not correlated to the funding model in tertiary institutions and high levels of private expenditure at tertiary education are not necessarily associated with lower enrolment. Financial support mechanisms in the form of grants or loans help alleviate the financial burden to households, particularly in countries where private spending on tertiary education is high.
Creation-Date: 2020-01-24
Number: 72
Handle: RePEc:oec:eduaaf:72-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What are the choices facing first-time entrants to tertiary education?
Abstract: First-time entrants to tertiary education are required to make interconnected decisions about their field of study, the fees they will pay and the application requirements they are prepared to face. Their choice of programme and institution will be influenced by the costs and entry criteria. The decisions they make about what to study and where will have a long-term impact on their earnings and employment prospects.
Creation-Date: 2020-02-20
Number: 73
Handle: RePEc:oec:eduaaf:73-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How have women’s participation and fields of study choice in higher education evolved over time?
Abstract: Women’s participation in higher education has overtaken men’s. However, women have been historically under-represented in some fields and continue to be so: they predominate in education,and health and welfare as their main fields of study, while men predominate in science, technology, engineering and mathematics. Whatever field of study they choose, however, women’s earnings still lag behind men’s in all fields and in all OECD and partner countries.
Creation-Date: 2020-03-09
Number: 74
Handle: RePEc:oec:eduaaf:74-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What role might the social outcomes of education play during the COVID-19 lockdown ?
Abstract: While the economic benefits of education have been demonstrated in a number of areas, greater educational attainment is also positively associated with a variety of social outcomes that are important during the COVID-19 outbreak. Data collected before the outbreak show that people with a tertiary degree are less likely to report suffering from depression and they are more likely to be in contact with their friends and family physically and through the Internet. During the confinement period, the positive social outcomes of education are more important than ever in equipping individuals to face the crisis. Good mental health, a strong social network and a healthy lifestyle are all associated with the choices individuals made prior to COVID-19, and their choice of whether to continue with their education or not will have been amongst the most important.
Creation-Date: 2020-05-12
Number: 75
Handle: RePEc:oec:eduaaf:75-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How are young graduates settling into the labour market?
Abstract: The transition from tertiary education to work involves substantial uncertainty and changes between education programmes, jobs and industries. The current major disruption in the labour market is only going to increase this uncertainty, making it essential for graduates to be prepared for it. Graduates with more dynamic career trajectories are more likely to include interpersonal skills in their professional profiles. This confirms the need for higher education institutions to pursue their efforts to develop a comprehensive skill set for their graduates, including technical skills and also interpersonal skills.
Creation-Date: 2020-08-27
Number: 76
Handle: RePEc:oec:eduaaf:76-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How does earnings advantage from tertiary education vary by field of study?
Abstract: A tertiary degree yields better earnings, especially in countries with a small share of tertiary-educated adults in the population. However, this earnings advantage varies significantly by field of study. In some countries, workers with a tertiary degree in arts and humanities earn less than those with just an upper secondary education. Occupations that have formed the backbone of society during the COVID-19 crisis, such as education and nursing, have among the lowest relative earnings of all fields of study. There is no clear correlation between the share of tertiary graduates by field of study and the relative earnings advantage. This may be due to the selectiveness of some fields, students’ personal interests or misinformation about the labour market. Policy makers will need to consider ways beyond market mechanisms to increase the attractiveness of fields of study which offer essential skills for society.
Creation-Date: 2021-01-18
Number: 77
Handle: RePEc:oec:eduaaf:77-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What are the roles and salaries of school heads?
Abstract: School heads in public institutions are required to work on average 7-8 hours a day, as is the case for most office-based jobs. The hours worked and the list of tasks and responsibilities vary widely across countries. On average across OECD countries, they earn more than teachers and other full-time tertiary-educated workers. However, more than half of school heads in the OECD countries are not satisfied with their salary and feel quite stressed due to heavy administrative workloads and responsibilities other than leadership and management.
Creation-Date: 2021-02-09
Number: 78
Handle: RePEc:oec:eduaaf:78-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Why do more young women than men go on to tertiary education?
Abstract: Understanding the gender dynamics in educational transitions can help target policies to support equitable access to education as well as its quality and labour-market outcomes. In almost all OECD countries, the gender gap in favour of women is wider in tertiary education than at upper secondary level. Differences in programme orientation and girls’ educational performance at school may give them greater access to tertiary education than boys. Changes in the courses on offer in higher education, and the social value of a university education for young women may also influence their choices. In addition, young women tend to gain more from a tertiary degree in the labour market than their male peers, both in terms of employment and earnings, which may make pursuing higher education more attractive.
Keywords: Gender
Creation-Date: 2021-03-08
Number: 79
Handle: RePEc:oec:eduaaf:79-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How has educational attainment influenced the labour market outcomes of native- and foreign-born adults?
Abstract: The labour market outcomes for native- and foreign-born adults during the first year of the COVID-19 pandemic vary considerably across countries – with inequalities in employment even falling in some cases compared to 2017. In contrast with the 2008 financial crisis, greater educational attainment does not seem to have had a clear protective effect against labour market adversities during the pandemic. This is most likely due to countries’ quick action to mitigate the economic impact of the pandemic and the high involvement of workers with low qualifications to maintain essential services during prolonged confinement periods. However, in some countries, inequalities in earnings were widening before the pandemic and unless appropriate measures are put in place, the economic effects of the current crisis may have a long-lasting negative effect on the integration of immigrants.
Creation-Date: 2022-02-07
Number: 80
Handle: RePEc:oec:eduaaf:80-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: Why is the gender ratio of teachers imbalanced?
Abstract: Women are strongly over-represented among primary and secondary teachers. This can be explained at least partly by gender stereotypes, but also by the attractiveness of the profession to working mothers and by differences in the relative wage levels in teaching for men and women. Recognising teachers’ contribution to society could help to attract the best qualified candidates to the teaching profession, irrespective of gender.
Creation-Date: 2022-03-25
Number: 81
Handle: RePEc:oec:eduaaf:81-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How are public primary schools funded?
Abstract: Governments vary greatly in the way they decide the level of funding for public primary schools, although typically it involves using a combination of rule-based and discretionary criteria. They also tend to place restrictions on how funding is used by earmarking it for particular categories of expenditure. This practice is not universal, however, and schools in some OECD countries have considerable autonomy in how they allocate their resources even if they have little influence over how much they receive.
Creation-Date: 2022-12-13
Number: 82
Handle: RePEc:oec:eduaaf:82-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What do OECD data on teachers’ salaries tell us?
Abstract: Teachers’ salaries are widely debated around the world, with divergent views among the actors of education. Salaries have risen very little over the last decade and have even fallen in real terms in almost half of OECD countries between 2015 and 2022. However, salary levels are just one of the many factors contributing to the attractiveness of the profession. In addition to raising salaries, decision makers should also take steps to raise the status of the profession in society, and offer teachers more opportunities for professional development and mobility to ensure that the profession remains intellectually stimulating throughout their careers.
Creation-Date: 2023-10-27
Number: 83
Handle: RePEc:oec:eduaaf:83-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How do public and private schools differ in OECD countries?
Abstract: Private schools cater for around 1 in 5 students from pre-primary to the end of secondary education, a share that has not changed materially since 2015. They enjoy greater autonomy, suffer fewer shortages of all kinds and handled the COVID-19 pandemic better than public schools. Although their students achieved better results in PISA 2022 in many countries, this is mainly because they enrol more students from advantaged socio-economic backgrounds than their public counterparts. The main challenge in many countries today is to increase the social mix in public and private schools, which is why many efforts have been made in this direction over the past decade.
Creation-Date: 2024-01-29
Number: 84
Handle: RePEc:oec:eduaaf:84-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: What progress have countries made in closing gender gaps in education and beyond?
Abstract: Despite numerous measures, gender stereotypes about abilities in mathematics and reading persist in schools, affecting both boys' and girls' schooling and educational choices. Inequalities also persist outside the classroom, where women, despite greater educational attainment, experience lower employment rates and often receive lower salaries than men with similar levels of education. Nonetheless, the many measures taken by countries have brought some encouraging signs of progress. However, more work is needed to ensure that improvements in education are also reflected in improvements once boys and girls transition into the world of work.
Creation-Date: 2024-03-12
Number: 85
Handle: RePEc:oec:eduaaf:85-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How is the school year organised in OECD countries?
Abstract: On average, primary school students in OECD countries receive 805 hours of instruction per year, and lower secondary students 916 hours, spread over 38 school weeks. However, these averages mask wide variations across countries. The total length of school vacations averages around 14 weeks per year, ranging from less than 11 weeks in Costa Rica and Denmark to 17 weeks in Greece, Latvia and Lithuania. The organisation of the school year, in particular the length of the summer holidays, is frequently debated but is rarely the subject of educational reforms because of its sensitive nature. Contrary to common assumptions, the length of instruction time is not closely related to students’ academic performance. The quality of instruction and other factors such as students’ participation to private tutoring and extracurricular educational activities, play critical roles in determining learning outcomes, too.
Creation-Date: 2024-08-01
Number: 86
Handle: RePEc:oec:eduaaf:86-EN

Template-type: ReDIF-Paper 1.0
Author-Name: OECD
Title: How are demographic changes affecting education systems?
Abstract: The past decade has seen declining numbers of 0-4 year-olds while the number of 5-14 year-olds has continued to rise. During this period, most countries increased their financial investment in primary and lower secondary education, improving student-teacher ratios. However, the distribution of teachers remains uneven, with urban areas often facing recruitment challenges for specific subjects due to high demand, while rural regions contend with both persistent teacher shortages and the risk of school closures or consolidations linked to declining student populations. The demographic decline among 5-14 year-olds expected over the next decade presents both an opportunity to prioritise educational quality and a challenge to balance accessibility with resource efficiency, requiring strategic adjustments in teacher deployment and infrastructure.
Keywords: demography, education
Creation-Date: 2024-12-17
Number: 87
Handle: RePEc:oec:eduaaf:87-EN