Education at a Glance 2020 - United States launch
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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.
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Education at a Glance 2020 - United States launch
- 1. OECD Indicators 2020 Education at a Glance United States Andreas Schleicher
- 2. The long shadows of school closures
- 3. By the end of June, schools across the OECD had experienced some form of closure lasting an average of 14 weeks Figure D1.4 Number of countries with school closures due to COVID19 10 5 0 5 10 15 20 25 30 35 40 Numberofcountries Nationwide Localised OECD countries Non-OECD countries
- 4. Lost individual income due to Corona-induced learning loss
- 5. Present value of lost GDP due to Corona-induced learning loss (average 1/3 school year lost) -Bn $16,000 -Bn $14,000 -Bn $12,000 -Bn $10,000 -Bn $8,000 -Bn $6,000 -Bn $4,000 -Bn $2,000 Bn $0 Source: Hanushek and Woessmann (OECD, 2020)
- 6. Students’ and teachers’ ICT skills were critical to maintain educational continuity as schools shifted to online learning.
- 7. Before the pandemic, just over half of teachers let their students frequently or always use ICT for projects or class work TALIS Table I.2.1 Percentage of lower secondary teachers who “frequently” or “always” let students use ICT for projects or class work 0 10 20 30 40 50 60 70 80 90 100 Denmark NewZealand Australia Colombia Russia Mexico Turkey Alberta(Canada) Chile Sweden Lithuania UnitedStates Portugal Romania Iceland OECDaverage-31 Israel Spain Netherlands Finland SaudiArabia Latvia Hungary SlovakRepublic Italy EUtotal-23 Estonia Brazil England(UK) SouthAfrica -FlemishComm.… Slovenia France CzechRepublic Austria Korea Belgium Shanghai(China) Japan %
- 8. Teachers themselves do not rely heavily on distance learning for their own professional development Figure A7.6 . Percentage of lower secondary teachers who participated in selected types of professional development (2018) 0 10 20 30 40 50 60 70 80 90 100 Lithuania Latvia Slovenia Australia Austria Estonia Netherlands BelgiumFl. Alberta(Canada) NewZealand Turkey RussianFederation Iceland CzechRepublic Israel UnitedStates Italy OECDaverage Korea ChineseTaipei England(UK) Shanghai(China) Sweden Norway Denmark SaudiArabia Spain SouthAfrica Finland Portugal CABA(Argentina)² Brazil Belgium SlovakRepublic Hungary Colombia Chile Mexico France Japan FrenchComm.… % Courses/seminars attended in person Peer and/or self-observation and coaching as part of a formal school arrangement Online courses/seminars Formal qualification programme¹
- 9. The pandemic may place significant strains on education funding
- 10. Private expenditure is at risk, particularly in countries that rely heavily on household expenditure Figure C3.2.b Distribution of public and private expenditure on tertiary educational institutions (2017) 0 10 20 30 40 50 60 70 80 90 100 Colombia Denmark Finland Luxembourg Norway Iceland Austria Sweden Slovenia Belgium Greece Estonia Germany Poland Turkey France EUaverage CzechRepublic OECDaverage Ireland SlovakRepublic Netherlands Lithuania Mexico Spain Hungary RussianFederation Latvia Portugal Italy Israel Canada NewZealand Korea Australia Chile UnitedStates Japan UnitedKingdom All private sources Expenditure from other private entities Household expenditure Public expenditure%
- 11. On average, each USD invested in tertiary education generates a public benefit of USD 3 for a man and USD 2 for a woman Figure A5.5 . Financial benefits for each equivalent USD invested in tertiary education for men and women (2017) 0 1 2 3 4 5 6 7 8 9 10 Ireland Israel Italy UnitedStates Australia Portugal Hungary UnitedKingdom Germany Belgium France Slovenia Chile Austria Turkey EUAverage OECDAverage Luxembourg NewZealand Poland Korea Spain Finland CzechRepublic Canada SlovakRepublic Latvia Denmark Norway Switzerland Sweden In equivalent USD converted using PPPs Man Woman
- 12. The crisis has impacted the internationalization of tertiary education.
- 13. In 2018, 5.6 million tertiary students worldwide had crossed a border to study, more than twice the number in 2005 Figure B6.1 Growth in international or foreign enrolment in tertiary education worldwide (1998 to 2018) 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 Millions of students OECD Non-OECD Total, 5.6 Non-OECD, 1.7 OECD, 3.9
- 14. Countries with a large share of international students may see a greater impact… Figure B6.4 Incoming student mobility in tertiary education, by level of study (2018) 0 10 20 30 40 50 Luxembourg Australia NewZealand UnitedKingdom Switzerland Austria Canada CzechRepublic Netherlands Hungary Denmark Belgium Germany Ireland Estonia Latvia EUtotal France Finland SlovakRepublic Iceland Portugal Sweden OECDtotal Italy Lithuania UnitedStates Japan SaudiArabia Slovenia Norway SouthAfrica RussianFederation Poland Spain Greece Israel Argentina Korea Turkey CostaRica Chile Brazil Colombia Mexico India Indonesia % All tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent86
- 15. …particularly in countries where foreign students pay higher tuition fees than domestic ones Table C5.1 Annual average (or most common) tuition fees for bachelor's programmes charged by tertiary institutions to national and foreign students (2017/18) 0 5 000 10 000 15 000 20 000 25 000 30 000 England(UK)** UnitedStates** Chile Canada Japan Australia Korea NewZealand Latvia Ireland Israel Netherlands Italy Spain Portugal Switzerland Austria BelgiumFl.* BelgiumFr. France Germany Denmark Finland* Greece Norway SlovakRepublic Slovenia Sweden In USD converted using PPPs National students Foreign students *Tuition fees may apply for students outside EU/EEA area **Reference year 2016/17
- 16. Professions with vocational qualifications have formed the backbone of economic and social life during the lockdown.
- 17. Employment advantage of vocational skills Figure A3.2 Employment rates, by age group, educational attainment and programme orientation (2019) 0 10 20 30 40 50 60 70 80 90 100 25-34 year-olds 35-44 year-olds 45-54 year-olds 55-64 year-olds Below upper secondary Upper secondary or post-secondary non-tertiary (general orientation) Upper secondary or post-secondary non-tertiary (vocational orientation) Short-cycle tertiary Bachelor's, master's or doctoral or equivalent %
- 18. Work experience while studying increases employment prospects Figure A3.3 Employment rate of 25-34 year-olds who attained vocational upper secondary or post-secondary non-tertiary education, by type of work experience while studying (2016) 40 50 60 70 80 90 100 Switzerland Austria Norway Latvia Slovenia Hungary Belgium CzechRepublic Germany SlovakRepublic Netherlands Sweden Poland Estonia Average Denmark UnitedKingdom Portugal Spain Lithuania Ireland France Italy Greece Finland Turkey Iceland % No work experience Apprenticeship Mandatory traineeship Work outside the curriculum
- 19. However, only one in three VET students participate in combined school- and work-based programmes on average Figure B7.6 Distribution of upper secondary vocational students by type of vocational programme (2018) 0 10 20 30 40 50 60 70 80 90 100 CostaRica CzechRepublic Greece Italy Japan Korea Lithuania Mexico Brazil Spain Sweden Belgium Israel Estonia Chile SlovakRepublic Finland Portugal Poland Luxembourg France Australia Slovenia OECDaverage EUaverage Austria UnitedKingdom Iceland Norway Turkey Germany Switzerland Netherlands Denmark Hungary Ireland Latvia School-based programmes Combined school- and work-based programmes%
- 20. The expansion of tertiary education is a worldwide trend.
- 21. A bachelor’s degree is the most common level of tertiary attainment across countries Figure A1.6 . Share of 25-34 year-olds with tertiary education, by level of tertiary education (2019) 0 10 20 30 40 50 60 70 80 Lithuania Switzerland Ireland Luxembourg Korea Netherlands Belgium Iceland UnitedKingdom Poland Denmark Estonia Australia Finland Greece NewZealand RussianFederation UnitedStates EUaverage OECDaverage SlovakRepublic Canada Slovenia Norway Sweden Portugal Israel Latvia France Germany Spain CzechRepublic Colombia Hungary Italy Argentina Austria Turkey Chile Mexico CostaRica Brazil India Indonesia China SouthAfrica Short-cycle tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent%District of Columbia 76% New Mexico 32%
- 22. Higher educational attainment is associated with higher incomes Figure A4.2 Relative earnings of tertiary-educated adults compared to earnings of adults with an upper secondary education (2018) 80 100 120 140 160 180 200 220 240 Brazil Chile Colombia CostaRica Lithuania Hungary UnitedStates Portugal Turkey Slovenia Germany Mexico CzechRepublic Ireland SlovakRepublic Poland OECDaverage Israel EUaverage Spain Austria Netherlands France Latvia Luxembourg Switzerland Canada Belgium Greece UnitedKingdom Italy Korea Finland Estonia NewZealand Australia Denmark Sweden Norway All tertiary Short-cycle tertiary Bachelor's or equivalent Master’s, Doctoral or equivalent
- 23. Beyond the economic and employment outcomes, higher educational attainment brings greater social benefits Figure A6.4 Percentage of adults who feel they have a say in what the government does, by educational attainment (2016 or 2018) 0 10 20 30 40 50 60 70 80 90 100 Norway Korea NewZealand Sweden¹ UnitedStates Turkey Iceland¹ Average Australia Israel Chile Spain SlovakRepublic Latvia India Lithuania¹ Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary International Social Survey Programme (ISSP) (2016) %
- 24. Early childhood education and care (ECEC) has experienced a surge of policy attention in OECD countries in recent decades.
- 25. Enrolment of 3-5 year-olds in pre-primary or primary education rose from 75% in 2005 to 88% in 2018, on average Figure B2.2 Change in enrolment rates of children aged 3 to 5 years (2005, 2010 and 2018) 0 10 20 30 40 50 60 70 80 90 100 France Ireland Israel UnitedKingdom Denmark Belgium Spain Iceland Norway Korea Germany Sweden Italy NewZealand Latvia Hungary Japan Estonia Slovenia EUaverage Portugal Austria Netherlands OECDaverage Luxembourg CzechRepublic Lithuania Poland Brazil Australia RussianFederation Mexico Finland Chile SlovakRepublic Argentina Colombia Indonesia UnitedStates CostaRica Switzerland Turkey SaudiArabia 2018 2010 2005% Connecticut 75% Rhode Island 50%
- 26. A third of children under 3 are enrolled in early childhood education and care and other registered ECEC services Figure B2.1 Enrolment rates of children under the age of 3 in early childhood education and care, by age (2018) 0 10 20 30 40 50 60 70 80 90 100 Korea Iceland Israel Norway Denmark NewZealand Sweden Belgium Slovenia Portugal Australia Spain Germany OECDaverage Finland Japan Estonia Colombia Latvia Lithuania Brazil Chile Austria Russian… SlovakRepublic Hungary Mexico Poland Turkey Under the age of 3 Under the age of 1 Age 1 Age 2%
- 27. Expenditure on 3-5 year-olds in education as a share of GDP has fallen in half of OECD countries between 2013 and 2017 Figure B2.4 Expenditure on children aged 3 to 5 enrolled in ECEC (ISCED 0) and primary education as a percentage of GDP (2013 and 2017) 0.0 0.2 0.4 0.6 0.8 1.0 1.2 Iceland Norway Sweden Israel Chile NewZealand France Estonia UnitedKingdom Slovenia Latvia OECDaverage Poland Belgium Mexico Portugal Australia EUaverage Finland Spain Germany Lithuania Italy Luxembourg Austria SlovakRepublic Korea CzechRepublic Colombia UnitedStates Netherlands Turkey Greece 2017 2013% of GDP
- 29. Spending on education institutions ranges from 3% of GDP in Luxembourg to more than 6% in Norway Figure C2.1 Total expenditure on educational institutions as a percentage of GDP (2017) 0 1 2 3 4 5 6 7 Norway NewZealand Chile United… Israel UnitedStates Australia Canada Iceland Belgium Denmark Colombia Sweden France Finland Netherlands Portugal Korea Turkey OECDaverage Austria EUaverage Mexico Estonia Poland Spain Slovenia Germany Japan Latvia Hungary Italy Slovak… CzechRepublic Russian… Ireland Lithuania Luxembourg All tertiary Primary, secondary, and post-secondary non-tertiary%
- 30. OECD countries spent an average of USD 11 200 per student on primary to tertiary education in 2017 Figure C1.1 Total expenditure on primary to tertiary educational institutions per full-time equivalent student, by source of funds (2017) 0 5 000 10 000 15 000 20 000 25 000 Luxembourg UnitedStates Norway Austria Sweden Canada Belgium UnitedKingdom Iceland Netherlands Germany Denmark Australia France Korea Japan Finland EUaverage OECDaverage NewZealand Ireland Italy Portugal Spain Slovenia Israel Estonia CzechRepublic Poland Hungary SlovakRepublic Latvia Lithuania Chile RussianFederation Turkey Colombia Mexico Argentina Brazil CostaRica Greece Switzerland Public expenditure on all educational institutions Private expenditure on all educational institutionsEquivalent USD
- 31. Between 2012 and 2017, education expenditure grew by 1.4% per year on average, while the number of students remained stable Figure C1.4 Average annual growth in total expenditure on primary to tertiary educational institutions per full-time equivalent student (2012 to 2017) - 4 - 2 0 2 4 6 8 Hungary Iceland SlovakRepublic Colombia Poland Estonia Latvia Chile Norway Turkey UnitedStates OECDaverage EUaverage UnitedKingdom Israel Germany Portugal Netherlands Austria Sweden Belgium NewZealand Lithuania Italy France Spain CzechRepublic RussianFederation Canada Slovenia Finland Mexico Students Total expenditure Total expenditure per student%
- 32. OECD countries allocate on average 8% of their total education spending from primary to tertiary level to capital expenditure Figure C6.1 Share of capital expenditure, by type of institution (2017) 0 2 4 6 8 10 12 14 16 18 20 Korea Norway Turkey Greece Latvia Japan Israel Netherlands Argentina Finland UnitedStates Canada Australia Luxembourg Hungary Estonia RussianFederation CzechRepublic France OECDaverage Slovenia EUaverage Germany Poland Austria Denmark Lithuania Spain Chile Ireland SlovakRepublic Belgium Iceland Sweden CostaRica Portugal UnitedKingdom Mexico Brazil Italy Private institutions Public institutions%
- 33. In many countries teachers’ salaries are still low… Figure D3.1.a Lower secondary teachers' actual salaries relative to earnings for tertiary-educated workers (2019) 0.0 0.5 1.0 1.5 2.0 2.5 CostaRica Lithuania Portugal Germany Finland England(UK) Israel France Australia Estonia OECDaverage EUaverage Slovenia Netherlands Sweden NewZealand Ireland BelgiumFl. Austria Denmark BelgiumFr. Chile Greece Poland Norway SlovakRepublic Italy Hungary CzechRepublic UnitedStates Teachers' actual salaries relative to earnings for tertiary-educated workers School heads' actual salaries relative to earnings for tertiary-educated workers Ratio of salary
- 34. Contribution of various factors to salary cost of teachers per student in public institutions, primary education (2018) Figure D2.4 -3 000 -2 000 -1 000 0 1 000 2 000 Germany Switzerland Norway Austria BelgiumFl. Australia BelgiumFr. Canada Slovenia Ireland Netherlands Iceland Spain UnitedStates Portugal Italy Finland Japan Greece Poland CostaRica Israel Chile Hungary France Lithuania Estonia Colombia Turkey CzechRepublic Mexico SlovakRepublic Latvia Contribution of theoretical 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 USD converted using PPPs
- 35. 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
- This chart was updated with new data for IRL
- Please choose the chart depending on the country’s PPT (each slide displays a different source for the data)