Education at a glance 2013: OECD Indicators - Key findingsEduSkills OECD
This document provides an overview of key findings from the OECD's Education at a Glance 2013 report. Some of the main points summarized are:
- One in three young adults today is expected to complete a university degree before age 30. University-level education is more common among younger adults compared to older adults.
- Upper secondary education, whether general or vocational, is becoming the norm, with over 70% of 25-64 year-olds having at least attained this level of education across OECD countries.
- More women than men earn at least an upper secondary education. Employment rates are highest among those with a tertiary education, while adults without an upper secondary education suffer the most in weak labor
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, Education at a Glance 2017 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
Education at a Glance 2014 - United KingdomEduSkills OECD
No country has made a greater effort than the UK to invest more current wealth (GDP) into more future wealth (education) but there is still lots of scope to improve educational outcomes
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Strong performers and successful reformers in PISA 2012 lessons for SwedenEduSkills OECD
This document provides an overview and analysis of PISA 2012 test results for Sweden and other countries. Some key points:
- 15-year-old Swedish students' performance declined compared to 40 other countries that improved in at least one subject.
- Shanghai-China, Singapore, Hong Kong-China, Chinese Taipei, Korea, and Japan had the highest student performance.
- Socioeconomic factors strongly influence student performance across countries. High-performing education systems promote equitable access to learning opportunities regardless of student background.
The state of education around the world: Findings from Education at a Glance ...EduSkills OECD
On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world.
It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions.
The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels.
This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education.
In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings.
Read the report and watch the presentation -- https://oe.cd/EAG
Immigrant Students at School: Easing the Journey towards IntegrationEduSkills OECD
How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not. Immigrant Students at School: Easing the Journey towards Integration reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – as they settle into their new communities and new schools. Results from the OECD Programme for International Student Assessment (PISA) indicate that students with an immigrant background tend to perform worse in school than students without an immigrant background. Several factors are associated with this disparity, including the concentration of disadvantage in the schools immigrant students attend, language barriers and certain school policies, like grade repetition and tracking, that can hinder immigrant students’ progress through school. But successful integration is measured in more than academic achievement; immigrant students’ well-being and hopes for the future are just as telling. This report examines not only immigrant students’ aspirations and sense of belonging at school, but also recent trends in Europeans’ receptiveness to welcoming immigrants into their own countries – the context that could make all the difference in how well immigrant students integrate into their new communities. The report includes a special section on refugees and education, and an extensive discussion on education policy responses to immigration.
Education at a glance 2013: OECD Indicators - Key findingsEduSkills OECD
This document provides an overview of key findings from the OECD's Education at a Glance 2013 report. Some of the main points summarized are:
- One in three young adults today is expected to complete a university degree before age 30. University-level education is more common among younger adults compared to older adults.
- Upper secondary education, whether general or vocational, is becoming the norm, with over 70% of 25-64 year-olds having at least attained this level of education across OECD countries.
- More women than men earn at least an upper secondary education. Employment rates are highest among those with a tertiary education, while adults without an upper secondary education suffer the most in weak labor
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, Education at a Glance 2017 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
Education at a Glance 2014 - United KingdomEduSkills OECD
No country has made a greater effort than the UK to invest more current wealth (GDP) into more future wealth (education) but there is still lots of scope to improve educational outcomes
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Strong performers and successful reformers in PISA 2012 lessons for SwedenEduSkills OECD
This document provides an overview and analysis of PISA 2012 test results for Sweden and other countries. Some key points:
- 15-year-old Swedish students' performance declined compared to 40 other countries that improved in at least one subject.
- Shanghai-China, Singapore, Hong Kong-China, Chinese Taipei, Korea, and Japan had the highest student performance.
- Socioeconomic factors strongly influence student performance across countries. High-performing education systems promote equitable access to learning opportunities regardless of student background.
The state of education around the world: Findings from Education at a Glance ...EduSkills OECD
On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world.
It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions.
The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels.
This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education.
In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings.
Read the report and watch the presentation -- https://oe.cd/EAG
Immigrant Students at School: Easing the Journey towards IntegrationEduSkills OECD
How school systems respond to immigration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not. Immigrant Students at School: Easing the Journey towards Integration reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – as they settle into their new communities and new schools. Results from the OECD Programme for International Student Assessment (PISA) indicate that students with an immigrant background tend to perform worse in school than students without an immigrant background. Several factors are associated with this disparity, including the concentration of disadvantage in the schools immigrant students attend, language barriers and certain school policies, like grade repetition and tracking, that can hinder immigrant students’ progress through school. But successful integration is measured in more than academic achievement; immigrant students’ well-being and hopes for the future are just as telling. This report examines not only immigrant students’ aspirations and sense of belonging at school, but also recent trends in Europeans’ receptiveness to welcoming immigrants into their own countries – the context that could make all the difference in how well immigrant students integrate into their new communities. The report includes a special section on refugees and education, and an extensive discussion on education policy responses to immigration.
Education at a Glance Interim Report:Update of Employment and Educational Att...EduSkills OECD
The social consequences of the crisis were still deepening in 2013, especially among the most vulnerable groups such as low-educated young adults. In most OECD countries more than four out of five younger adults have attained at least an upper secondary education, implying that one in six of them have qualifications below upper secondary education.
This document consists of a series of charts showing trends in higher education across various countries from 1995 to 2012. It shows that over this period, there was a rise in tertiary-level graduation rates and expenditures per student globally. However, women continue to be underrepresented in fields like engineering and more likely to earn undergraduate vs. graduate degrees. Additionally, upper secondary and tertiary education levels have increased unemployment protection in many nations.
Education at a Glance 2015 - Global LaunchEduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 34 OECD countries and a number of partner countries.
With more than 100 charts, 150 tables and links to another 150 tables on line, Education at a Glance 2015 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education;and the learning environment and organisation of schools.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Education at a Glance 2014 - United StatesEduSkills OECD
While a large share of US adults have a university-level education, slow growth rates have let the US slip behind many other nations in college completion.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Session I: Elizabeth Fordham - Education and Skills in SouthEast AsiaOECD CFE
The document discusses the importance of education and skills development in Southeast Asia. It notes that skills drive economic growth and positive social outcomes. While school enrollment rates in ASEAN countries have increased, performance on international assessments like PISA show many students still lack basic literacy and numeracy skills. It recommends that countries get the basics right by investing in early childhood education, target disadvantaged students, connect schools to employers, and expand work-based learning to help build the skills needed.
Strong performers and successful reformers - lessons from PISA for TurkeyEduSkills OECD
The document provides an overview of results from the Programme for International Student Assessment (PISA). Key points:
- PISA assesses over 500,000 15-year-olds in 65 countries on mathematics, reading and science literacy every 3 years. It examines real-world problem solving abilities rather than just knowledge reproduction.
- Top-performing education systems have equitable access to learning opportunities regardless of socioeconomic background and students have strong self-beliefs in their abilities.
- High-performing countries emphasize developing students' metacognitive skills and see all students as capable of high achievement given the right support and instruction.
- Teaching is an attractive profession in high-performing systems which invest in ongoing teacher
Strong performers and successful reformers in PISA 2012 - Policy lessons for ...EduSkills OECD
This document discusses key findings from PISA 2012 related to student performance in Norway and other countries. It shows that Norway performs above average in mathematics but has seen a decline in the percentage of top-performing students since 2003. The document also discusses factors correlated with student performance, such as equitable access to learning opportunities regardless of socioeconomic background. Additionally, it examines policies and practices of high-performing education systems that Norway could consider adopting, such as setting ambitious standards for all students and ensuring coherence across the education system.
Education at a Glance OECD Indicators 2019EduSkills OECD
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provides key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4.
Why do gender gaps in education and work persistEduSkills OECD
1) Gender gaps in educational attainment have largely closed in developed countries, but gaps persist in labor market outcomes. 2) These labor market gaps are often traced back to differences in attitudes towards learning and aspirations that develop during secondary school. 3) Specifically, differences in attitudes towards STEM subjects between girls and boys in high school can affect their college majors and careers, leading to occupational segregation and unequal labor market outcomes.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
This document discusses the relationship between education and interpersonal trust. It analyzes data from the Program for the International Assessment of Adult Competencies (PIAAC) regarding levels of trust among adults in different countries. It finds that countries with higher average literacy scores on PIAAC also tend to have populations with higher levels of trust. Additionally, it shows that individuals with higher educational attainment themselves, as well as those who had fathers with higher education, are more likely to express trust in others. Overall, the document argues that education plays an important role in building and maintaining interpersonal trust through enhancing skills, socialization, and occupational outcomes.
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
The talent pool is growing…
And its distribution across countries is changing
A significant proportion of student have a higher level of education than their parents
Where do individuals from low educational backgrounds succeed?
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
Why Skills Matter - Further Results from the Survey of Adult Skills EduSkills OECD
In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments. This volume reports results from the 24 countries and regions that participated in the rst round of the survey in 2011-12 (first published in OECD Skills Outlook 2013: First Results from the Survey of Adult Skills) and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey). It describes adults’ proficiency in the three information-processing skills assessed, and examines how skills proficiency is related to labour market and social outcomes.
Education at a Glance - OECD Indicators 2018EduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 35 OECD and a number of partner countries. With more than 100 charts and tables, Education at a Glance 2018 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools.
The 2018 edition presents a new focus on equity in education, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, the educational attainment of parents, immigrant background, and regional location. The publication introduces a chapter dedicated to Target 4.5 of Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Finally, new indicators are introduced on equity in entry to and graduation from tertiary education, and the levels of decision-making in education systems. New data are also available on the statutory and actual salaries of school heads, as well as trend data on expenditure on early childhood education and care and the enrolment of children in all registered early childhood education and care settings.
More data are available on the OECD educational database.
This document from the OECD presents data on education spending and policies across countries. It finds that on average across OECD nations, governments now fund 30% of total tertiary education expenditures. It also shows data on tuition fees, which vary widely internationally, from over $11,000 USD per year in the US to under $2,000 in most European countries. Additionally, the document examines student mobility rates and finds the highest percentages of students studying abroad in countries like New Zealand, Australia and the UK.
Education at a Glance Interim Report:Update of Employment and Educational Att...EduSkills OECD
The social consequences of the crisis were still deepening in 2013, especially among the most vulnerable groups such as low-educated young adults. In most OECD countries more than four out of five younger adults have attained at least an upper secondary education, implying that one in six of them have qualifications below upper secondary education.
This document consists of a series of charts showing trends in higher education across various countries from 1995 to 2012. It shows that over this period, there was a rise in tertiary-level graduation rates and expenditures per student globally. However, women continue to be underrepresented in fields like engineering and more likely to earn undergraduate vs. graduate degrees. Additionally, upper secondary and tertiary education levels have increased unemployment protection in many nations.
Education at a Glance 2015 - Global LaunchEduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 34 OECD countries and a number of partner countries.
With more than 100 charts, 150 tables and links to another 150 tables on line, Education at a Glance 2015 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education;and the learning environment and organisation of schools.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Education at a Glance 2014 - United StatesEduSkills OECD
While a large share of US adults have a university-level education, slow growth rates have let the US slip behind many other nations in college completion.
Education in Latvia - Progress, Challenges and RecommendationsEduSkills OECD
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia’s policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia’s education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education system.
Session I: Elizabeth Fordham - Education and Skills in SouthEast AsiaOECD CFE
The document discusses the importance of education and skills development in Southeast Asia. It notes that skills drive economic growth and positive social outcomes. While school enrollment rates in ASEAN countries have increased, performance on international assessments like PISA show many students still lack basic literacy and numeracy skills. It recommends that countries get the basics right by investing in early childhood education, target disadvantaged students, connect schools to employers, and expand work-based learning to help build the skills needed.
Strong performers and successful reformers - lessons from PISA for TurkeyEduSkills OECD
The document provides an overview of results from the Programme for International Student Assessment (PISA). Key points:
- PISA assesses over 500,000 15-year-olds in 65 countries on mathematics, reading and science literacy every 3 years. It examines real-world problem solving abilities rather than just knowledge reproduction.
- Top-performing education systems have equitable access to learning opportunities regardless of socioeconomic background and students have strong self-beliefs in their abilities.
- High-performing countries emphasize developing students' metacognitive skills and see all students as capable of high achievement given the right support and instruction.
- Teaching is an attractive profession in high-performing systems which invest in ongoing teacher
Strong performers and successful reformers in PISA 2012 - Policy lessons for ...EduSkills OECD
This document discusses key findings from PISA 2012 related to student performance in Norway and other countries. It shows that Norway performs above average in mathematics but has seen a decline in the percentage of top-performing students since 2003. The document also discusses factors correlated with student performance, such as equitable access to learning opportunities regardless of socioeconomic background. Additionally, it examines policies and practices of high-performing education systems that Norway could consider adopting, such as setting ambitious standards for all students and ensuring coherence across the education system.
Education at a Glance OECD Indicators 2019EduSkills OECD
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provides key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4.
Why do gender gaps in education and work persistEduSkills OECD
1) Gender gaps in educational attainment have largely closed in developed countries, but gaps persist in labor market outcomes. 2) These labor market gaps are often traced back to differences in attitudes towards learning and aspirations that develop during secondary school. 3) Specifically, differences in attitudes towards STEM subjects between girls and boys in high school can affect their college majors and careers, leading to occupational segregation and unequal labor market outcomes.
Supporting Teacher Professionalism Insights From TALIS 2013EduSkills OECD
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
This document discusses the relationship between education and interpersonal trust. It analyzes data from the Program for the International Assessment of Adult Competencies (PIAAC) regarding levels of trust among adults in different countries. It finds that countries with higher average literacy scores on PIAAC also tend to have populations with higher levels of trust. Additionally, it shows that individuals with higher educational attainment themselves, as well as those who had fathers with higher education, are more likely to express trust in others. Overall, the document argues that education plays an important role in building and maintaining interpersonal trust through enhancing skills, socialization, and occupational outcomes.
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
The talent pool is growing…
And its distribution across countries is changing
A significant proportion of student have a higher level of education than their parents
Where do individuals from low educational backgrounds succeed?
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
This presentation by Andreas Schleicher, presented on 3 April 2017, takes a closer look at the PISA 2015 results for Sweden and what can be done to improve equity in its education system.
Why Skills Matter - Further Results from the Survey of Adult Skills EduSkills OECD
In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments. This volume reports results from the 24 countries and regions that participated in the rst round of the survey in 2011-12 (first published in OECD Skills Outlook 2013: First Results from the Survey of Adult Skills) and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey). It describes adults’ proficiency in the three information-processing skills assessed, and examines how skills proficiency is related to labour market and social outcomes.
Education at a Glance - OECD Indicators 2018EduSkills OECD
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 35 OECD and a number of partner countries. With more than 100 charts and tables, Education at a Glance 2018 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools.
The 2018 edition presents a new focus on equity in education, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, the educational attainment of parents, immigrant background, and regional location. The publication introduces a chapter dedicated to Target 4.5 of Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Finally, new indicators are introduced on equity in entry to and graduation from tertiary education, and the levels of decision-making in education systems. New data are also available on the statutory and actual salaries of school heads, as well as trend data on expenditure on early childhood education and care and the enrolment of children in all registered early childhood education and care settings.
More data are available on the OECD educational database.
This document from the OECD presents data on education spending and policies across countries. It finds that on average across OECD nations, governments now fund 30% of total tertiary education expenditures. It also shows data on tuition fees, which vary widely internationally, from over $11,000 USD per year in the US to under $2,000 in most European countries. Additionally, the document examines student mobility rates and finds the highest percentages of students studying abroad in countries like New Zealand, Australia and the UK.
This document contains data and statistics from PISA and other international education assessments related to equity in education outcomes and opportunities across OECD countries. It includes data on performance differences between socioeconomically advantaged and disadvantaged students, access to resources like technology and qualified teachers in advantaged vs. disadvantaged schools, gender gaps in education and employment outcomes, private vs. public spending on education levels, and other metrics related to equity.
Education at a Glance 2020 - United Kingdom launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
OECD Education and Skills Ministerial: Breakout session
Presentation from Andreas Schleicher about the latest OECD education data.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
Raising Social Mobility Through Teacher PolicyEduSkills OECD
Andreas Schleicher
Director for Education and Skills
OECD
Challenges for teachers
Student-level
Initiating and managing learning processes, including active learning
Responding to the learning needs of individual learners
Integrating formative and summative assessment
Classroom level
Teaching in multicultural classrooms
Emphasising cross-curricular studies
Integrating students with special needs
School level
Working and planning in teams and partner with other schools
Evaluating and planning for improvement
Using ICT for teaching and administration, etc.
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Education World Forum – Launch of the Education Policy Outlook and Education ...EduSkills OECD
The social consequences of the crisis were still deepening in 2013especially among the most vulnerable groups such as low-educated young adults
Societies with skilled individuals are prepared to respond to the current and future potential crises... More educated people contribute to more democratic societies and sustainable economies, are less dependent on public aid and less vulnerable to economic downturns. Investing in education for all, and in particular for children from disadvantaged backgrounds, is both fair and economically efficient.
Education at a Glance 2022 Andreas Schleicher Global AnalysisEduSkills OECD
This document provides a summary of key findings from the OECD's 2022 report "Education at a Glance". It finds that while school closures due to COVID-19 were rare in 2021/22, assessing the pandemic's impact was a priority. Most countries implemented various recovery measures and digital tools use increased. It also examines trends in tertiary education like increasing attainment rates, employment and wage benefits of degrees, and differences in completion rates and fields of study by gender. Spending on tertiary education varies more between countries than other levels.
Presentatie op congres jeugdwerkloosheid van de Koninklijke Vlaamse Academie van Belgie. Thema's: basiskwalificatie voor iedereen, meer hooggeschoolden, betere trajecten in beroepsopleiding en
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like these enhance the likelihood that the positive impacts of early learning and care will last through primary school and beyond. While transition policies have been on the agenda of many countries over the past decade, little research has been done into how OECD countries design, implement, manage and monitor transitions. Filling these gaps is important for designing early years’ policies that are coherent, equitable and sustainable.
This report takes stock of and compares the situation across 30 OECD and partner countries, drawing on in-depth country reports and a questionnaire on transition policies and practices. It focuses on the organisation and governance of transitions; and the policies and strategies to ensure professional, pedagogical and developmental continuity between early childhood education and care settings and schools. The report describes the main policy challenges highlighted by participating countries, along with a wealth of practical strategies for tackling them. The publication concludes with six “cross-cutting” pointers to guide future policy development.
Presentation by Andreas Schleicher, OECD Director for Education and Skills during the OECD Global Parliamentary Network meeting on 2 October 2014.
International comparisons aren’t perfect, but they show what is possible in education and help countries see themselves in the mirror of the results and opportunities delivered by the world’s educational leaders. This raises the question of what we can learn from the world’s top performing school systems and if what works in one context could provide a model elsewhere. What we’ve learned from PISA is that the leaders in high performing systems have convinced their citizens to make choices that value education, their future, more than consumption today. But placing a high value on education is just part of the equation. Another part is the belief in the possibilities for all children to achieve. Interestingly, many of the world’s top performing school systems combine strong and equitable performance, where students from all social backgrounds do well; pay attention to how they select and train their staff, provide intelligent pathways for teachers to grow in their careers and support their teachers to make innovations in pedagogy; and tend to align policies and practices across all aspects of the system and implement them consistently.
Strengths and weaknesses of national systems of human capital development in ...dvndamme
This document provides an overview of human capital development systems in Europe. It discusses how skills demands are changing due to globalization and technology. Higher levels of educational attainment are positively associated with higher productivity and economic growth across countries. Tertiary education leads to higher earnings and lower unemployment risks. The distribution of skills within a country is linked to growth and inequality, with more unequal distributions correlated with lower average skills and higher inequality. Youth unemployment is also associated with lower youth literacy and numeracy.
This document is a report titled "Education at a Glance 2014" that analyzes trends in higher education across various countries from 1995 to 2012. It shows that over this period, there was a marked rise in qualification levels for higher education but not necessarily in foundation skills. It also finds that graduation rates from academic tertiary programs increased substantially in most countries. Additionally, it shows trends of increasing expenditures per student in tertiary education as well as increasing rates of students entering and graduating from university programs.
This document contains charts and graphs showing trends in higher education across various countries from 1995 to 2012. It shows that over this period, there has been a rise in tertiary-type A graduation rates globally. Expenditure per student in tertiary education has also generally increased over time. However, higher qualifications do not always translate to strong foundational skills. The document examines trends by gender and field of study.
Education and skills policies to alleviate inequalitydvndamme
The document discusses findings from OECD data related to social inequality, education, and skills. It finds that socioeconomic status has a significant impact on student learning outcomes and access to tertiary education. While this impact has slightly weakened over time, it is still felt throughout individuals' educational careers. The distribution of educational attainment and skills varies widely between countries. Higher average skills levels and more equitable distributions are correlated with less social inequality. The document also discusses policies countries have implemented to make education and skills training more equitable and inclusive.
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
This document discusses policy options for achieving greater equity and quality in education from a comparative perspective. It finds that high-performing education systems combine quality with equity by investing early in children's education, especially those from disadvantaged backgrounds, and supporting schools serving these students. Key policies that can help include comprehensive schooling to delay tracking, managing school choice to prevent segregation, making funding responsive to student needs, and supporting teaching quality. While countries implement different approaches, effective reforms place students and learning at the center, build capacity, engage stakeholders, and have clear, actionable plans tailored to each system.
This document summarizes key points from the OECD's 2014 Education Policy Outlook report. It discusses common trends in education reforms across OECD countries, focusing on reforms aimed at improving equity, quality, and preparing students for the future. Specific policies discussed include investing in early childhood education, targeting disadvantaged students, reforming vocational education, improving teacher quality, and strengthening evaluation systems. Charts and figures presented show data on student performance, spending, and system-level reforms implemented in various countries.
Similar to Education at a Glance 2017 – London, September 12 2017 (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Andreas Schleicher_OECD-ISSA webinar_Diversity plus Quality, does it equal Eq...EduSkills OECD
This document summarizes key findings from the TALIS Starting Strong 2018 survey on diversity and quality in early childhood education. It finds that socioeconomic gaps in child development emerge early. While early childhood education can help disadvantaged children, quality varies between more and less diverse centers. More diverse centers often face greater shortages and lower parental involvement, though staff may have more diversity training and use adaptive practices. Ensuring resources for diverse centers, reducing diversity concentrations, and supporting family engagement could help reduce inequalities.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Andreas Schleicher - Teach for All 8 February 2024.pptxEduSkills OECD
- PISA 2022 assessed the math performance of nearly 690,000 15-year-old students across 81 countries. It found the average math performance dropped by almost 15 score points across OECD countries since 2018, a larger decline than ever seen before.
- Factors like insufficient education resources, a shortage of qualified teachers, and more time spent on digital devices for leisure rather than learning were linked to lower math scores. However, stronger teacher support during remote learning and feeling prepared for independent learning were associated with higher performance and confidence.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
3. Tertiary education is becoming the norm Figure A1.2
Educational attainment of 25-34 year-olds (2016)
0
10
20
30
40
50
60
70
80
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Korea
Canada
Russian…
Lithuania
Ireland
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Luxembourg
Australia
Switzerland
Norway
UnitedStates
Israel
Sweden
Denmark
Netherlands
Belgium
France
Poland
NewZealand
Iceland
Slovenia
OECDaverage
Latvia
Finland
Estonia
EU22average
Spain
Greece
Austria
Portugal
SlovakRepublic
CzechRepublic
Germany
Turkey
Hungary
Chile
CostaRica
Colombia
SaudiArabia
Italy
Mexico
Argentina
China
Brazil
India
Indonesia
SouthAfrica
Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary education
%
4. 65% of adults are expected to enter tertiary education
for the first time in 2015 Figure C3.3
First-time tertiary entry rates (2005, 2015)
0
10
20
30
40
50
60
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NewZealand
Chile
Denmark
Switzerland
RussianFederation
Lithuania
Japan
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Poland
Norway
SaudiArabia
Spain
Slovenia
Austria
UnitedKingdom
Belgium
Israel
Netherlands
Argentina
CzechRepublic
OECDaverage
Germany
India
EU22average
Sweden
SlovakRepublic
Finland
Portugal
UnitedStates
Italy
Colombia
Hungary
Mexico
Luxembourg
2015 2005
%
5. New entrants by STEM field of study Figure C3.1
Distribution of new entrants to tertiary education, by STEM field of study (2015)
0
5
10
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20
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30
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40
Germany
Estonia
Finland
Mexico
Slovenia
Austria
RussianFederation
Korea
Israel
CzechRepublic
India
Sweden
UnitedKingdom
Lithuania
Colombia
Indonesia
Poland
Ireland
Latvia
EU22average
Chile
OECDaverage
Switzerland
NewZealand
Spain
Portugal
SlovakRepublic
Hungary
Iceland
Norway
Japan
Denmark
Belgium
Luxembourg
Netherlands
Turkey
Information and communication technologies Natural sciences, mathematics and statistics
Engineering, manufacturing and construction%
6. Share of female entrants to STEM fields of tertiary
education (2015) Figure C3.1
Share of new female entrants to STEM fields of tertiary education (2015)
0
10
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70
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India
UnitedKingdom
Iceland
NewZealand
Poland
Portugal
Denmark
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Estonia
Sweden
SlovakRepublic
Israel
Colombia
EU22average
OECDaverage
Ireland
Mexico
Hungary
Slovenia
Norway
Austria
Turkey
Germany
Spain
Netherlands
Korea
Lithuania
Latvia
Switzerland
Indonesia
Finland
Luxembourg
Belgium
Chile
Japan
Share of male entrants Share of female entrants%
In many countries more 15-year-old students expect
a career in science than actually enter into science-
related studies (C3.a)
7. Most will graduate with a bachelor’s degree Figure A3.2
Distribution of first-time tertiary graduates by level of education (2015)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Switzerland
Lithuania
SlovakRepublic
Mexico
Netherlands
Finland
CzechRepublic
Portugal
UnitedKingdom
Hungary
Germany
Norway
Italy
Denmark
Australia
EU22average
OECDaverage
Slovenia
Latvia
NewZealand
Japan
Sweden
Turkey
UnitedStates
Chile
Spain
Luxembourg
Austria
RussianFederation
Bachelor’s or equivalent Master’s or equivalent Short-cycle tertiary (2-3 years)
8. Adults with tertiary-educated parents are twice more
likely to reach that level themselves than those without Figure A4.3
Share of 30-44 year-olds who completed tertiary-type A or an advanced research programme, by parents' educational attainment (2012 or 2015)
0
10
20
30
40
50
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90
Italy
SlovakRepublic
Poland
Turkey
France
Singapore
CzechRepublic
Greece
Spain
NorthernIreland
England
Israel
UnitedStates
Chile
Ireland
Australia
Lithuania
Average
RussianFederation
Netherlands
Canada
Korea
Norway
Slovenia
FlemishCom.
Germany
NewZealand
Estonia
Japan
Finland
Sweden
Denmark
Austria
%
At least one parent has attained tertiary education Both parents have less than tertiary educational attainment
10. Tertiary graduates are more likely to be employed… Figure A5.3
Employment rates of 25-34 year-olds, by educational attainment and programme orientation (2016)
40
50
60
70
80
90
100
Lithuania
Iceland
Netherlands
Luxembourg
Switzerland
Argentina
Austria
Poland
RussianFederation
Latvia
Germany
UnitedKingdom
Belgium
Norway
Sweden
Israel
NewZealand
Brazil
France
Japan
Canada
Chile
Australia
UnitedStates
Ireland
Indonesia
OECDaverage
Denmark
Hungary
EU22average
Portugal
Colombia
Slovenia
Estonia
CostaRica
Finland
Mexico
SouthAfrica
CzechRepublic
SlovakRepublic
Spain
Korea
Turkey
Greece
Italy
SaudiArabia
Below upper secondary Vocational General or no distinction Tertiary%
Employment rates for young adults with tertiary degrees
have returned to pre-crisis levels, which is not true for
people without upper secondary qualifications
11. Tertiary graduates earn on average 56% more than
those with upper secondary level attainment Figure A6.1
Relative earnings of adults, by educational attainment. Upper secondary education = 100 (2015)
50
75
100
125
150
175
200
225
250
Sweden
Estonia
Norway
Denmark
Finland
Greece
Belgium
NewZealand
Australia
Korea
Italy
Canada
Latvia
Netherlands
Switzerland
Japan
Spain
UnitedKingdom
Austria
France
OECDaverage
Luxembourg
Israel
Poland
Ireland
Germany
Turkey
Portugal
CzechRepublic
SlovakRepublic
Slovenia
UnitedStates
Lithuania
Hungary
Mexico
CostaRica
Colombia
Chile
Brazil
Earning advantage of adults with tertiary education
Earning disadvantage of adults with below upper secondary educationIndex
The earnings advantage from attaining at least a master’s degree is lower
in the United Kingdom than the OECD average, while attaining a
bachelor’s degree is slightly more advantageous.
Those who had a master’s or more earned 81% more than upper
secondary graduates, 17 percentage points below the OECD average.
Among those with a bachelor’s degree, earnings were 51% higher,
compared to the OECD average of 46%.
13. Between 2010 and 2014, expenditure on tertiary
institutions increased twice as fast as enrolments… Table B1.3
Index of change in expenditure (current prices) and number of students in tertiary institutions for all services (2010 to 2014)
80
90
100
110
120
130
140
150
160
Turkey
Estonia
SlovakRepublic
Australia
Chile
Iceland
Latvia
Mexico
Israel
OECDaverage
Norway
Belgium
Germany
Netherlands
Sweden
CzechRepublic
UnitedStates
Korea
Japan
France
Canada
EU22average
Poland
Italy
Denmark
Finland
Spain
Portugal
Slovenia
Hungary
Ireland
Change in expenditure Change in the number of students
GDP deflator 2010 = 100
230
14. OECD countries spend about USD 123,000 on
average for primary to secondary education Figure B1.3
Cumulative expenditure per student by educational institutions over the expected duration of primary and secondary studies (2014)
0
50
100
150
200
250
300
Luxembourg
Switzerland
Norway
UnitedKingdom
Denmark
Austria
Belgium
Sweden
Netherlands
UnitedStates
Australia
Germany
Finland
EU22average
Canada
France
Ireland
OECDaverage
NewZealand
Japan
Slovenia
Korea
Italy
Spain
Portugal
CzechRepublic
Estonia
Latvia
Poland
Israel
SlovakRepublic
Hungary
Lithuania
UnitedKingdom
RussianFederation
Turkey
Mexico
Indonesia
PPP-adjustedUSD,thousands
Primary education Lower secondary Upper secondary education
The UK spends 24 524$ per tertiary student (OECD 16 143),
excluding R&D it is 18 743 (OECD 11 056)
15. And now funds 30% of total expenditure on tertiary
institutions on average across OECD countries Figure B3.2
Distribution of public and private expenditure on educational institutions (2014)
0
10
20
30
40
50
60
70
80
90
100
Finland
Norway
Luxembourg
Denmark
Austria
Iceland
Sweden
Belgium
Argentina
Slovenia
Germany
Estonia
Poland
France
Latvia
EU22average
SlovakRepublic
Lithuania
CzechRepublic
Indonesia
Turkey
Ireland
Mexico
OECDaverage
Netherlands
Hungary
Spain
RussianFederation
Italy
Portugal
Israel
NewZealand
Canada
Colombia
Australia
Chile
UnitedStates
Korea
Japan
UnitedKingdom
% Tertiary education
Public expenditure on educational institutions Household expenditure
Expenditure of other private entities All private sources
17. High tuition fees are characteristic of tertiary
education in many countries Figure B5.1
Tuition fees charged by public and private institutions at bachelor's or equivalent level (2015/16)
0
2
4
6
8
10
12
UnitedStates
Chile
Japan
Canada
Australia
Korea
NewZealand
Israel
Netherlands
Spain
Italy
Portugal
Switzerland
Austria
Hungary
Luxembourg
Flemishcom.(Belgium)
Frenchcom.(Belgium)
Slovenia
Denmark
Estonia
Finland
Norway
Poland
SlovakRepublic
Sweden
Turkey
Mexico
Latvia
England(UnitedKingdom)
PPP-adjustedUSD,thousands
Public institutions Private institutions21 189
18. Flexible funding mechanisms help students Figure B5.3
Distribution of financial support to students at bachelor's or equivalent level (2015/16)
11,951
0
4,763
8,202
0
3,095
0
7,654
624 420
1,658
914 1,168
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
0
10
20
30
40
50
60
70
80
90
100
England(United
Kingdom)*
Norway
Australia
UnitedStates
Turkey
Israel
Finland
Chile
Flemishcom.
(Belgium)
Mexico
Frenchcom.
(Belgium)
Italy
Austria
Switzerland
%
Not benefitting from public loans or scholarships/grants Benefitting from public loans and scholarships/grants
Benefitting from public loans only Benefitting from scholarships/grants only
Average public tuition fees (USD) (Table B5.1)
*All tertiary institutions are government-dependent private institutions in England (United Kingdom).
19. The returns are still worth it for individuals Figure A7.2
Private costs and benefits of education for a man or a woman attaining tertiary education (2013)
- 200
- 100
0
100
200
300
400
500
600
Luxembourg
Ireland
Chile
UnitedStates
Poland
Portugal
Slovenia
Korea
Spain
Turkey
Canada
Israel
Hungary
EU22average
OECDaverage
CzechRepublic
France
Australia
Norway
NewZealand
Netherlands
Germany
Austria
Finland
Estonia
Italy
Denmark
SlovakRepublic
Japan
Thousands
Man: Total benefits Man: Total costs Woman: Total benefits Woman: Total costs
20. …and also for taxpayers Figure A7.3
Private costs and benefits of education for a man or a woman attaining tertiary education (2013)
- 200
- 100
0
100
200
300
400
500
600
Netherlands
Ireland
Luxembourg
Slovenia
Portugal
Japan
UnitedStates
EU22average
CzechRepublic
Germany
Finland
Australia
Poland
Hungary
France
OECDaverage
Austria
Turkey
Italy
Spain
Canada
Israel
NewZealand
Norway
Denmark
SlovakRepublic
Korea
Estonia
Chile
Switzerland
Thousands
Man: Total benefits Man: Total costs Woman: Total benefits Woman: Total costs
23. International student mobility helps create networks of
competencies, particularly at higher levels of education Figure C4.3
International students (inflow) and national students abroad (outflow) as a percentage of total national students (2015)
New Zealand
Australia
United Kingdom
Switzerland
Austria
BelgiumCanada
Netherlands
Denmark
Czech Republic
France
Finland
GermanyHungary Ireland
Sweden Slovak Republic
Latvia
ItalyUnited States
Portugal
Estonia
Japan Norway
Lithuania
Russian Federation Slovenia
Poland KoreaTurkey
Chile China
0
2
4
6
8
10
12
14
16
18
20
22
24
26
28
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Studentinflow
Student outflow
Tertiary
Luxembourg
( 23;73)
24. Education
Arts and humanities
Social sciences, journalism and
information
Business, administration and
law
Natural sciences, mathematics
and statistics
Information and communication
technologies
Engineering, manufacturing and
construction
Health and welfare
Services
0
5
10
15
20
25
30
0 5 10 15 20 25 30
Internationaldoctoratestudentsbyfieldof
education(%)
National doctorate students by field of education (%)
More open or attractive to
international students
Less open or
attractive to
international
students
`
International students are more drawn to science-
related fields, particularly at doctoral level Figure C4.2
Doctorate student mobility by field of education, OECD average (2015)
25. In spite of this positive trend for higher education,
some are still left behind
26. Completion of upper secondary level is still a
challenge for some Figure A9.2
Outcomes for students who entered upper secondary education, by duration (2015)
0%
20%
40%
60%
80%
100%
NewZealand
Estonia
Flemishcom.
(Belgium)
Latvia
Sweden
Finland
Average
Netherlands
Chile
Austria
Norway
England(UK)
Brazil
Portugal
Luxembourg
By theoretical duration plus two years
Graduated from any upper secondary programme Still in education Not graduated and not enrolled
27. Particularly for those with less-educated parents or
from an immigrant background Figure A9.a
Completion rate of upper secondary education by parents' educational background (2015)
0
10
20
30
40
50
60
70
80
90
100
Israel United States Netherlands France Flemish com.
(Belgium)
Finland Sweden Norway
Below upper secondary (ISCED 0-2) Upper secondary or post-secondary non-tertiary (ISCED 3-4) Tertiary (ISCED 5-8)
%
28. The transition from school to work is not always smooth,
and reveals the relevance of skills acquired through education
to the labour market
29. 15% of 18-24 year-olds were neither in employment
nor in education or training in 2016 Figure C5.1
Percentage of 18-24 year-olds in education/not in education, employed, unemployed or inactive (2016)
0
20
40
60
80
100
Slovenia
Denmark
Luxembourg
Netherlands
Greece
Germany
Lithuania
Belgium
Spain
Switzerland
SlovakRepublic
Finland
Estonia
Portugal
Ireland
Sweden
France
Italy
Australia
OECDaverage
Iceland
Chile
Hungary
Norway
Latvia
Austria
Canada
UnitedStates
NewZealand
CostaRica
RussianFederation
Poland
UnitedKingdom
Turkey
Mexico
Colombia
Israel
In education Not in education and employed Not in education and unemployed Not in education and inactive
31. 33% of upper secondary UK students were enrolled in
vocational programmes, below the OECD average of 43%Figure C1.1
Enrolment rates of 15-19 year-olds, by programme level and orientation (2015)
0
10
20
30
40
50
60
70
80
90
100
Ireland
Lithuania
Slovenia
SaudiArabia
Netherlands
Poland
Australia
Latvia
Belgium
CzechRepublic
Estonia
Portugal
Germany
Iceland
EU22average
Spain
Denmark
Finland
Norway
Korea
Sweden
Switzerland
France
Hungary
SlovakRepublic
UnitedKingdom
OECDaverage
Italy
RussianFederation
NewZealand
UnitedStates
Chile
Austria
Indonesia
Luxembourg
Argentina
Turkey
Canada
Brazil
Israel
China
Mexico
CostaRica
Colombia
India
ISCED 3 - General programmes ISCED 3 - Vocational programmes ISCED 3 - No breakdown Other than ISCED 3
%
Different from most OECD countries,
the UK spends less per vocational
student than for academic student.
1.2% of GDP invested in upper
secondary general programmes, 0.5%
in vocational programmes (OECD
average 0.6% for both)
33. In most countries spending rose faster than enrolment Table B1.3
Index of change in expenditure per student by educational institutions for all services (current prices) and number of students (2010 to 2014)
80
90
100
110
120
130
140
150
Turkey
Israel
UnitedKingdom
Latvia
Portugal
Mexico
Iceland
Chile
Denmark
Poland
Hungary
OECDaverage
Belgium
Sweden
Korea
Japan
Australia
EU22average
CzechRepublic
SlovakRepublic
Canada
France
Norway
Finland
Germany
Luxembourg
Italy
Netherlands
UnitedStates
Estonia
Slovenia
Ireland
Spain
Switzerland
Primary, secondary, and post-secondary non-tertiary
Change in expenditure Change in the number of students
GDP deflator 2010 = 100
34. On average, expenditure on educational institutions has
increased faster than GDP between 2008 and 2014 Figure B2.3
Index of change in public expenditure on primary to tertiary educational institutions and in GDP (2008 to 2014)
80
90
100
110
120
130
140
150
160
Turkey
Korea
SlovakRepublic
Denmark
Finland
Switzerland
Mexico
Netherlands
Chile
Portugal
Australia
Germany
Brazil
OECDaverage
Japan
Israel
Belgium
CzechRepublic
EU22average
RussianFederation
Sweden
Norway
France
Iceland
Latvia
Slovenia
Poland
Canada
Spain
Estonia
Lithuania
Italy
UnitedStates
Hungary
Ireland
Index of change (2008 = 100)
Change in public expenditure on educational institutions
Change in GDP
Change in public expenditure on educational institutions as a percentage of GDP
205
35. In primary and secondary education, how resources are
allocated is as important as total funds invested overall
36. Teachers still earn less than similarly tertiary-
educated workers Figure D3.1
Lower secondary teachers' salaries relative to earnings for tertiary-educated workers (2015)
0.5
1.0
1.5
Portugal
Luxembourg
Latvia
Greece
Finland
Germany
Israel
Estonia
France
EU22average
England(UK)
Slovenia
Denmark
Flemishcom.(Belgium)
Lithuania
OECDaverage
NewZealand
Netherlands
Australia
Sweden
Poland
Austria
Frenchcom.(Belgium)
Scotland(UK)
Norway
Chile
Hungary
Italy
UnitedStates
SlovakRepublic
CzechRepublic
Ratio
37. Both starting salaries and salary progressions vary Figure D3.2
Lower secondary teachers’ statutory salaries at different points in teachers' careers (2015)
0
20
40
60
80
100
120
140
Luxembourg
Switzerland
Germany
Denmark
Spain
Australia
Netherlands
UnitedStates
Canada
Norway
Flemishcom.(Belgium)
Finland
Sweden
Austria
Frenchcom.(Belgium)
Portugal
OECDaverage
France
EU22average
Ireland
Italy
Japan
NewZealand
Korea
Scotland(UK)
Turkey
Slovenia
Mexico
England(UK)
Israel
Greece
Chile
CostaRica
CzechRepublic
Estonia
Lithuania
Colombia
Poland
Hungary
Brazil
SlovakRepublic
Latvia
Thousands
Starting salary/minimum qualifications Salary after 15 years of experience/typical qualifications
Salary at top of scale/maximum qualifications
Equivalent USD converted using PPPs
Teacher statutory salaries in England fell by 12% and in
Scotland by 6% in real terms between 2005 and 2015,
while they rose on average across countries by 10% at
pre-primary, 6% at primary and lower secondary and
4% at upper secondary levels
38. They have also been badly hit by the financial crisis
and are still recovering in many countries Figure D3.3
Change in teachers’ salaries in OECD countries (2005-15)
95
96
97
98
99
100
101
102
103
104
105
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
Primary Lower secondary, general programmes Upper secondary, general programmes
Index of change
2005 = 100
39. Class sizes have been decreasing in most countries Figure D2.2
Change in average class size (2005, 2015)
- 30
- 20
- 10
0
10
20
30 France
UnitedStates
Spain
Iceland
Italy
RussianFederation
Portugal
Slovenia
Germany
Luxembourg
Hungary
Japan
Mexico
OECDaverage
EU22average
CzechRepublic
Poland
Australia
Chile
Israel
Lithuania
Austria
UnitedKingdom
Brazil
Greece
Korea
SlovakRepublic
Estonia
Turkey
Netherlands
Index of change (2005 = 0) Primary education Lower secondary education
40. Smaller student/teacher ratios do not always translate
into smaller classes Tables D2.1-2
Relationship between average class size and student-teacher ratio, lower secondary education (2015)
Austria
Chile
Czech Republic
Estonia
Finland
France
Germany
Hungary
Iceland
Israel
Italy
Japan
Korea
Latvia
Luxembourg
Mexico
Poland
Portugal
Slovak Republic
Slovenia
Spain
Sweden
Turkey
United Kingdom
United States
5
10
15
20
25
30
35
5.0 10.0 15.0 20.0 25.0 30.0 35.0
AverageClassSize
Student-Teacher Ratio
41. Teaching time has remained generally stable Figure D4.1
Number of teaching hours per year in general lower secondary public education (2000, 2005 and 2015)
0
200
400
600
800
1 000
1 200
1 400
CostaRica
Colombia
Chile
Switzerland
Mexico
UnitedStates
Scotland(UK)
NewZealand
England(UK)
Australia
Denmark
Germany
Netherlands
Canada
Luxembourg
Ireland
Spain
OECDaverage
Israel
Latvia
Frenchcom.(Belgium)
Norway
France
SlovakRepublic
Slovenia
Estonia
CzechRepublic
Italy
Lithuania
Japan
Hungary
Austria
Portugal
Finland
Flemishcom.(Belgium)
Korea
Greece
Turkey
Poland
RussianFederation
Hours per year 2015 2005 2000
42.
43. Combined, these parameters provide the salary cost of
teachers per student, an indication of the effectiveness
of funds invested in education
44. Teacher salaries and class size are the largest drivers
of teacher salary cost per student Figure B7.3
Contribution of various factors to salary cost of teachers per student in public institutions, lower secondary education (2015)
- 4
- 3
- 2
- 1
0
1
2
3
4
Luxembourg
Switzerland
Austria
Flemishcom.(Belgium)
Germany
Frenchcom.(Belgium)
Denmark
Finland
Norway
Slovenia
Australia
Spain
Netherlands
Ireland
Portugal
Canada
UnitedStates
Japan
Korea
Italy
Greece
Israel
Poland
France
Hungary
Estonia
CzechRepublic
SlovakRepublic
Turkey
Chile
Latvia
Mexico
USD,Thousands
Contribution of estimated class size
Contribution of teaching time
Contribution of instruction time
Contribution of teachers' salary
Difference of salary cost of teachers per student from OECD average
45. The age and gender distribution of teachers
is characterized by strong contrasts
46. The teaching profession is ageing Figure D5.1
Average age of teachers by education level (2015)
30
35
40
45
50
55
Italy
Lithuania
Latvia
Greece
Estonia
CzechRepublic
Finland
Norway
Netherlands
Sweden
NewZealand
Germany
Austria
Slovenia
Switzerland
EU22average
Portugal
SlovakRepublic
Spain
UnitedKingdom
France
OECDaverage
Hungary
Israel
Japan
Poland
UnitedStates
Ireland
Luxembourg
Belgium
Canada
Korea
Chile
Brazil
Indonesia
Iceland
India
Age
Lower secondary education Upper secondary education
47. And fails to attract men, particularly at lower levels of
education Figure D5.2
Gender distribution of teachers (2015)
0
10
20
30
40
50
60
70
80
90
100
RussianFederation
Lithuania
Slovenia
Hungary
Italy
CzechRepublic
Latvia
Austria
Estonia
SlovakRepublic
Brazil
UnitedStates
Ireland
Germany
EU22average
Netherlands
Poland
Israel
UnitedKingdom
NewZealand
OECDaverage
France
Iceland
Switzerland
Belgium
Chile
Portugal
Finland
CostaRica
SouthAfrica
Korea
Sweden
Colombia
Spain
Luxembourg
Norway
Canada
Greece
Mexico
Japan
China
Indonesia
SaudiArabia
India
Share of female teachers (%)
Primary education All secondary education All tertiary education
49. About half of the adult population participates in
continuous education Figure C6.1
Adults' participation in formal and/or non-formal education, by type (2012 or 2015)
0
10
20
30
40
50
60
70
80
90
100
NewZealand
Finland
Denmark
Sweden
Norway
Netherlands
UnitedStates
Canada
Singapore
England(UK)
Australia
Israel
Germany
Estonia
Ireland
Korea
CzechRepublic
Average
FlemishCom.(Belgium)
NorthernIreland(UK)
Austria
Slovenia
Chile
Spain
Japan
France
Poland
Lithuania
SlovakRepublic
Italy
Turkey
Greece
RussianFederation
%
Participation in non-formal education only Participation in formal education only
Participation in both formal and non-formal education No participation in adult education
50. Find out more about our work at www.oecd.org/edu
– All publications
– The complete micro-level database
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherOECD
Wechat: AndreasSchleicher
Thank you
Editor's Notes
The source for the secondary axis data is Table B5.1. I took the public figures, which are less expensive in all cases except for Chile, where there is a slight drop for private institutions. Mexico has been dropped, as there is no tuition figure for public institutions despite accounting for 70% of enrolment. A footnote was added to explain that all tertiary institutions in the UK are private, and so the data series label does not technically apply. The footnote is set to appear at the same time as that data series.
-RT
Original title and subtitle:
International student circulation in total tertiary education (2015)
International or foreign students studying in the country (brain gain) and national students studying abroad (brain drain) as a percentage of total national students studying home and abroad
ORIGINAL: “Yet teacher salaries are relatively low and do not increase significantly with experience.”
-RT
ORIGINALLY: “Low salaries and difficult teaching conditions have contributed to a loss of attractiveness of the teaching profession”
-RT
RT: I suggest having Enrolment at age 2 appear with Enrolment at age 3, since it’s a bit discontinuous otherwise. If you would like to change it, simply select “Start on Click” in the Animation Pane for Chart 5: Series 2.