The 2009 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.
The indicators look at who participates in education, what is spent on it, how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students’ performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. For more info, see www.oecd.org/edu/eag2009
Fin de siecle: reengineering New Zealand higher education for life after the ...University of Limerick
New Zealand has a large higher education sector, with one of the highest rates of tertiary participation in the OECD. Under the 1989 Education Act, access to university is an entitlement for all students who successfully graduate from high school and, more uniquely, for all permanent residents, regardless of previous educational attainment, once they reach the age of 20 years. The system of budgetary support for higher education is also unusual, insofar as almost half the total funding goes directly to students (in the form of allowances and interest-free loans) rather than as grants to the providers. Sustained high participation rates have put this funding mechanism under strain over the last decade.
The global financial crisis has led to a sharp rise in projected public debt levels. After a major fiscal stimulus package in 2009, the economy is recovering and the government is under intense pressure to cut public spending. New Zealand has very high external debt levels, requiring constant refinancing, and the government needs to restore fiscal stability to retain the country’s AAA credit rating. New government policies are aimed at capping total enrolments in higher education and withdrawing access to loans for under-performing students. Grants to universities have been frozen for 2011 and some related funding lines cancelled. All eight New Zealand universities are currently facing a significant loss of government funding from 2011 and most are in the process of cutting costs and making redundancies.
In the years ahead, the demands on the public purse from an ageing population will intensify, forcing the government to make ongoing real terms cuts to spending on higher education in order to control government debt. These cuts will make the present funding model for New Zealand higher education unsustainable. Alumni donations in New Zealand are relatively uncommon as higher education is widely considered a public service and universities have been relatively unsuccessful in very recent years at growing international enrolments as a way of diversifying their revenue base. The only other source of significant revenue is for universities to be allowed to raise domestic tuition fees over time to full cost-recovery rates and for the government to target declining tuition subsidies and student allowances and loans more precisely on degrees with a strong ‘public good’ dimension (like teacher training) and low-income students.
These changes would signal an end to affordable and easily accessible higher education for New Zealand students. It is hard to avoid the conclusion that the global financial crisis has exposed flaws in the underlying ‘business model’ of New Zealand higher education and, by so doing, is likely to hasten the transformation of the system to a more expensive and selective system.
Higher Education Summit, Auckland, March 2010
Equity and Quality in Education: Supporting Disadvantaged Students and Schools EduSkills OECD
Investing in equity in education pays off
Improving equity and reducing school failure is a policy priority, but...
There are many different policies and strategies, yet no common knowledge base of what works
Countries face challenges in adopting and implementing policies to improve equity in education
Supporting disadvantaged schools and students is a lever out of the crisis.
There is a need for clear policy responses
Connecting the Dots between Financing and SustainabilityWASC Senior
Connecting the Dots between Financing and Sustainability by Jane V. Wellman
Presented at the 2010 WASC Academic Resource Conference
April 22 2010 Long Beach, CA
The 2009 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.
The indicators look at who participates in education, what is spent on it, how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students’ performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. For more info, see www.oecd.org/edu/eag2009
Fin de siecle: reengineering New Zealand higher education for life after the ...University of Limerick
New Zealand has a large higher education sector, with one of the highest rates of tertiary participation in the OECD. Under the 1989 Education Act, access to university is an entitlement for all students who successfully graduate from high school and, more uniquely, for all permanent residents, regardless of previous educational attainment, once they reach the age of 20 years. The system of budgetary support for higher education is also unusual, insofar as almost half the total funding goes directly to students (in the form of allowances and interest-free loans) rather than as grants to the providers. Sustained high participation rates have put this funding mechanism under strain over the last decade.
The global financial crisis has led to a sharp rise in projected public debt levels. After a major fiscal stimulus package in 2009, the economy is recovering and the government is under intense pressure to cut public spending. New Zealand has very high external debt levels, requiring constant refinancing, and the government needs to restore fiscal stability to retain the country’s AAA credit rating. New government policies are aimed at capping total enrolments in higher education and withdrawing access to loans for under-performing students. Grants to universities have been frozen for 2011 and some related funding lines cancelled. All eight New Zealand universities are currently facing a significant loss of government funding from 2011 and most are in the process of cutting costs and making redundancies.
In the years ahead, the demands on the public purse from an ageing population will intensify, forcing the government to make ongoing real terms cuts to spending on higher education in order to control government debt. These cuts will make the present funding model for New Zealand higher education unsustainable. Alumni donations in New Zealand are relatively uncommon as higher education is widely considered a public service and universities have been relatively unsuccessful in very recent years at growing international enrolments as a way of diversifying their revenue base. The only other source of significant revenue is for universities to be allowed to raise domestic tuition fees over time to full cost-recovery rates and for the government to target declining tuition subsidies and student allowances and loans more precisely on degrees with a strong ‘public good’ dimension (like teacher training) and low-income students.
These changes would signal an end to affordable and easily accessible higher education for New Zealand students. It is hard to avoid the conclusion that the global financial crisis has exposed flaws in the underlying ‘business model’ of New Zealand higher education and, by so doing, is likely to hasten the transformation of the system to a more expensive and selective system.
Higher Education Summit, Auckland, March 2010
Equity and Quality in Education: Supporting Disadvantaged Students and Schools EduSkills OECD
Investing in equity in education pays off
Improving equity and reducing school failure is a policy priority, but...
There are many different policies and strategies, yet no common knowledge base of what works
Countries face challenges in adopting and implementing policies to improve equity in education
Supporting disadvantaged schools and students is a lever out of the crisis.
There is a need for clear policy responses
Connecting the Dots between Financing and SustainabilityWASC Senior
Connecting the Dots between Financing and Sustainability by Jane V. Wellman
Presented at the 2010 WASC Academic Resource Conference
April 22 2010 Long Beach, CA
Education at a Glance 2019 - Higher EducationEduSkills 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 OECD and partner countries. With more than 100 charts and tables, Education at a Glance 2019 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.
This paper estimates the effect of a major education reform on the intergenerational income mobility in Finland. The Finnish comprehensive school reform of 1972–1977 replaced the old two-track school system with a uniform nine-year comprehensive school and significantly reduced the degree of heterogeneity in the Finnish primary and secondary education. We estimate the effect of this reform on the intergenerational income elasticity using a representative sample of males born during 1960–1966. The identification strategy relies on a difference-in-differences approach and exploits the fact that the reform was implemented gradually across country during a six-year period. The results indicate that the reform reduced the intergenerational income elasticity by about seven percentage points.
Presentation by Dirk Van Damme, Head of the Innovation and Measuring Progress Division, OECD Directorate for Education and Skills, during the meeting of the OECD Global Parliamentary Network in Mexico City (23-24 June 2014).
Fifty-six percent Indians born in
the Gen Y period, feel that the brand value of a person’s educational alma mater has a significant impact on the career growth opportunities over the course of time. This prima facie, sounds rather obvious as institutions and corporations to a certain extent tend to contribute to this halo around students and professionals from prestigious educational institutes.
But does one’s alma mater play such a significant role in career development? Are alumni of prestigious schools in our country a privileged lot? Do they have it any easier than their counterparts? Or are there other factors of merit besides the brand value of one’s education at play in corporate society?
These are some of the answers we will address in this paper.
We all know that Student Housing can be a source of revenue for College and University campuses. If the beds are all filled, and the daily costs are managed in an effective way, there is potential to invest in non-operating opportunities. This webinar explored the different ways institutions are allocating their net revenues within Student Housing. We reviewed 2 different housing operations and explored how they performed to their targets and what resources they have to further their programs.
Where have all the teaching supply staff gone? Check out our new Education white paper for industry insights and strategies for education recruiters.
Inbox me to find out how we can dramatically increase your stats today! linkedin.com/in/lee-knowles-musthire
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Education at a Glance 2019 - Higher EducationEduSkills 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 OECD and partner countries. With more than 100 charts and tables, Education at a Glance 2019 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.
This paper estimates the effect of a major education reform on the intergenerational income mobility in Finland. The Finnish comprehensive school reform of 1972–1977 replaced the old two-track school system with a uniform nine-year comprehensive school and significantly reduced the degree of heterogeneity in the Finnish primary and secondary education. We estimate the effect of this reform on the intergenerational income elasticity using a representative sample of males born during 1960–1966. The identification strategy relies on a difference-in-differences approach and exploits the fact that the reform was implemented gradually across country during a six-year period. The results indicate that the reform reduced the intergenerational income elasticity by about seven percentage points.
Presentation by Dirk Van Damme, Head of the Innovation and Measuring Progress Division, OECD Directorate for Education and Skills, during the meeting of the OECD Global Parliamentary Network in Mexico City (23-24 June 2014).
Fifty-six percent Indians born in
the Gen Y period, feel that the brand value of a person’s educational alma mater has a significant impact on the career growth opportunities over the course of time. This prima facie, sounds rather obvious as institutions and corporations to a certain extent tend to contribute to this halo around students and professionals from prestigious educational institutes.
But does one’s alma mater play such a significant role in career development? Are alumni of prestigious schools in our country a privileged lot? Do they have it any easier than their counterparts? Or are there other factors of merit besides the brand value of one’s education at play in corporate society?
These are some of the answers we will address in this paper.
We all know that Student Housing can be a source of revenue for College and University campuses. If the beds are all filled, and the daily costs are managed in an effective way, there is potential to invest in non-operating opportunities. This webinar explored the different ways institutions are allocating their net revenues within Student Housing. We reviewed 2 different housing operations and explored how they performed to their targets and what resources they have to further their programs.
Where have all the teaching supply staff gone? Check out our new Education white paper for industry insights and strategies for education recruiters.
Inbox me to find out how we can dramatically increase your stats today! linkedin.com/in/lee-knowles-musthire
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Whose Progress? Causes and Consequences of Unequal Transitions
Rhiannon Moore & Bridget Azubuike
Young Lives, University of Oxford
CIES International Conference, 9th March 2017
Whose Progress? Causes and Consequences of Unequal Transitions
by Rhiannon Moore & Bridget Azubuike, Young Lives, University of Oxford
presented at the CIES international Conference
9th March 2017
Presentación expuesta durante el III Workshop Internacional sobre Equidad en la Educación Superior organizado por la Cátedra UNESCO de Inclusión en la Ed. Superior (Santiago de Chile, 6 noviembre 2010)
Presentation by RECOUP Director on current research agenda and research projects conducted in the four partner countries. The presentation also elaborates on the implications of RECOUP research on educational as well as international aid policy.
In addition to analyzing the characteristics of gender equality in tertiary education enrolment in Africa, this paper empirically studies the key drivers of gender equality in tertiary education enrolment, using cross-sectional time series data from 1970 to 2012. Our results show that the coefficient associated with the level of real GDP per capita is positive and statistically significant. Our results also suggest that higher domestic investment, increased economic globalization, the quadratic element of political globalization, economic globalization, ethnic fractionalization, increased democracy, and Christian dominance in a country increase gender equality in tertiary education enrolment in the continent. However, increases in the level of political globalization and increased incidence of civil wars tend to lower it. The policy implications and lessons of these results are discussed.
Presentation by Iain Matheson to the 2nd International Conference of the International
Society for Child Indicators
4–5 November 2009, Sydney, Australia.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
1. Organisation for Economic Co-operation and Development (OECD) Education at a Glance Better education or lower pay
2. Better education or lower pay Large and often growing earning differentials In the current economic environment… … Opportunity costs for education decline Dominated by lost earnings, not tuition (US is exception) … Labour-market entry becomes more difficult as young graduates compete with experienced workers … Job prospects for less qualified deteriorate further … Young people with lower qualifications who become unemployed are likely to spend a long time out of work In most countries over half of low-qualified unemployed 25-34-year-olds are long-term unemployed … Higher risks for systems with significant work-based training … Gaps in educational attainment between younger and older cohorts likely to widen This suggests educational participation to rise further In systems where high tuition limits increased participation additional public spending can leverage additional participation and thus additional public benefits Countries without significant household spending can improve participation through widening funding base .
3. Relative earnings from employment for males By level of educational attainment and gender for 25-to-64-year-olds (upper secondary and post-secondary non-tertiary education= 100) 2007 or latest available year % of index A7.2a
4. Relative earnings from employment for femalesBy level of educational attainment and gender for 25-to-64-year-olds (upper secondary and post-secondary non-tertiary education=100) (2007 or latest available year) % of index A7.2b
5. Components of the private net present value for a male with higher education 27K$ 56K$ 170K$ 105K$ 35K$ 26K$ 367K$ Net present value in USD equivalent
6. Average relative earningsgrowthat the tertiarylevel of educationbetween 1997 and 2007 and average relative earningsat the tertiarylevel of educationdeviationfrom the OECD average (2007) A7.1
7. Public versus private investment for a male obtaining higher education Public costs Privatecosts Total investmentprivate+public in USD equivalent USD equivalent
8. Public cost and benefits for a male obtaining upper secondary or post-secondary non-tertiary education and tertiary education Public costs Upper secondary and post-secondary non-tertiary education TertiaryEducation Public benefits Net present value, USD equivalent (numbers in orange shownegative values) A8.5 USD equivalent
9. Proportion of 25-34 year-olds with tertiary education employed in skilled jobs Change between 1998 and 2006 In 2006 A1.4 % %
10. Difference between unemployment rates of females and males, by level of education attainment (2007) Gender differences in unemployment are much smaller for those with higher qualifications Unemployment rate higher for females Unemployment rate higher for males
11. Supply and demand for youngindividuals(25-34 year-olds) to skilled jobs, 1998-2006 Difference in the proportion of 25-34 year-olds and 45-54 year-old cohort with below tertiary education in skilled jobs
Slowing demand for higher educated individuals; Preference towards younger individuals over older with below tertiary education Increasing demand for higher educated individuals; Employers have fewer choices and must take younger, less educated workers to fill skilled positions Slowing demand for higher educated individuals; Preference towards older individuals (experience) over younger with below tertiary education Increasing demand for higher educated individuals; Demand tends to be satisfied by existing pool of individuals with tertiary education older Advantage for lower-educated younger Slowing Demand for higher-educated Growing A1.5 Percentage point change in the proportion of 25-34 year-olds with tertiary education in skilled jobs between 2006 and 1998
12. Relationship between employment and unemployment rates for 25-64 year-olds (2007) Employment rate (%) A6.5a Unemployment rate (%)
13. Relationship between employment and unemployment rates for 25-64 year-olds (2007) Employment rate (%) A6.5a Unemployment rate (%)
14. Relationship between employment and unemployment rates for 25-64 year-olds (2007) Employment rate (%) A6.5a Unemployment rate (%)
15. Marginaleffects of educationon self-reportedhealth and politicalinterest Politicalinterest Health Movingfrombelowuppersecondary to uppersecondary ALL 2003 WVS 2005 ISSP 2004/6 WVS 2005 ESS 2004 ESS 2004 Movingfromuppersecondary to tertiary ESS 2006 ESS 2006 A9.1 Yellow and blue bars show non statisticallysignificant countries
16.
17. Unabated educational expansion University graduation doubled from an OECD average of 20% in 1995 to 39% in 2007 Pace of change varied widely, Finland improved its relative standing from Rank 10 to Rank 3, US dropped from Rank 2 to Rank 14 Significant expansion also of early childhood education Enrolment of 4-year-olds and under up from an average of 40% in 1998 to 71% in 2007 .
18. % tA1.3a Growth in university-level qualificationsApproximated by the percentage of the population that has attained tertiary-type A education in the age groups 25-34 years, 35-44 years, 45-54 years and 55-64 years) (2007)
20. Upper secondary graduation rates (1995, 2007)Percentage of graduates to the population at the typical age of graduation (unduplicated count) % A2.1
27. A world of change – highereducation Expenditure per student at tertiary level (USD) Cost per student Graduate supply Tertiary-type A graduation rate
28. A world of change – highereducation Expenditure per student at tertiary level (USD) United States Cost per student Finland Graduate supply Tertiary-type A graduation rate
29. A world of change – highereducation Expenditure per student at tertiary level (USD) Australia Finland United Kingdom Tertiary-type A graduation rate
30. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
31. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
32. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
33. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
34. A world of change – highereducation Expenditure per student at tertiary level (USD) Tertiary-type A graduation rate
35. A world of change – highereducation What about international students? Expenditure per student at tertiary level (USD) United States Australia A A United Kingdom Finland A Tertiary-type A graduation rate
36. Proportion of students who enter a tertiary programmebut leave without at least a first tertiary degree (2005) % A3.4
37. Expected years in education and not in education for 15-to-29-year-olds (2006) Years tC3.1a
38. Overlapping of top performers in science, reading and mathematics on average in the OECD Science 9% Science and reading 0.8% Science only 1.3% Science and mathematics 2.8% Science, reading and mathematics 4.1% Reading only 5.3% Mathematicsonly 5.3% Reading and mathematics 1.4% A4.2
39. Who pays for high-level qualificationsExpenditure on tertiary educational institutions as a percentage of GDP (2005) A4.5
40.
41. Investment in education OECD countries as a whole spend 6.1% of their GDP on education Expenditure per school student increased on average by 40% between 1995 and 2006 Mixed pattern in tertiary education Countries vary significantly in how they spend their money, different priorities on… … Salaries, learning time, teaching time, class size Room for more effective cost-sharing between government and households Even if household expenditure rose much faster than public spending in tertiary education .
45. Cumulative expenditure on educational institutions per student over primary and secondary studies (2006) Annual expenditure on educational institutions per student multiplied by the theoretical duration of studies, in equivalent USD converted using PPPs OECD average (primary and secondary) B1.4
46. Changes in student numbers and expenditurePrimary, secondary and post-secondary non-tertiary education Index of change between 2000 and 2006 (2000=100, 2006 constant prices) Index of change (2000=100) B1.7a
47. Contribution of various factors to salary cost per upper secondary student as a percentage of GDP per capita (2006) Percentage points B7.1
48. Contribution of various factors to salary cost per primary student as a percentage of GDP per capita (2006) Percentage points B7.2
49. Expenditure on educational institutions per student at various levels of education for all services relative to primary education (2006)Primary education = 100 Index 657 Level of expenditurehigherthan for primaryeducation Level of expenditurelowerthan for primaryeducation B1.3
50. Who pays for tertiary qualificationsExpenditure on tertiary educational institutions as a percentage of GDP (2006) B3.2
51. Expenditure on educational core services, R&D and ancillary services in tertiary educational institutions as a percentage of GDP (2006) % of GDP B6.2
52. Changes in student numbers and expenditure for tertiary education Index of change between 2000 and 2006 (2000=100, 2006 constant prices) B1.7b
53. Average annual tuition feescharged by tertiary-type A public institutions for full-time national students, in US Dollars converted using PPPs (school year 2006/2007) USD 5000 4000 3000 2000 1000 500 0 United States (64%, 25 110) Korea (59%, 10 844), United Kingdom1(57%, 15 447) Japan (45%, 15 022), Australia (84%, 16 070), This chartdoes not takeintoaccountgrants, subsidies or loansthatpartially or fully offset the students’ tuitionfees Canada (m, 23 329) New Zealand (72%, 10 100) Netherlands1 (58%, 15 196) Portugal, (53%, 9 724), Italy (55%, 8 738) Austria (40%, 14 001), Spain (43%, 11 342), Belgium (Fr. and Fl.) (m, m) France (m, 12 180) B5.1 Czech Republic (50%, 9 891), Denmark (59%, m), Finland (76%, 12 845), Ireland (40%, 11 832), Iceland (78%, 8 579), Norway (67%, 16 235), Sweden (76%, 16 991) 1. Public institutions do not existatthislevel of education and most of the students are enrolled in governmentdependent institutions.
54. Public subsidies for education in tertiary education (2006)Public subsidies for education to households and other private entities as a percentage of total public expenditure on education, by type of subsidy B5.2
55. Relationshipsbetweenaveragetuitionfees and proportion of studentswhobenefitfrom public loans and/or scholarships/grantsTertiary-type A, public institutions, academicyear 2006/07, national full-time students Bubble size shows graduation rates Averagetuitionfeeschargedbypublic institutions in USD Group 2:Potentially high financial barriers for entry to tertiary-type A education, but also large public subsidies to students. Group 3:Extensive and broadly uniform cost sharing across students, student support systems somewhat less developed. Group 4:Relatively low financial barriers to entry to tertiary education and relatively low subsidies Group 1:No (or low) financial barriers for tertiary studies due to tuition fees and still a high level of student aid. B5.3 % of studentswhobenefitfrom public loansAND/OR sholarships/grants
58. Student mobility in tertiary education (2007)Percentage of international students in tertiary enrolments C2.1
59. Distribution of foreign students in tertiary education by country of destinationPercentage of foreign tertiary students reported to the OECD who are enrolled in each country of destination (2007) C2.2
60. Trends in international education market shares Percentage of all foreign tertiary students enrolled by destination Marketshare (%) Partner countries C2.3
61.
62. Teachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years (2007-08) D5.1
64. Classroom discipline and effective learning Average percentage of lesson time spent teaching and learning Classroom disciplinary climate: mean standardised factor score D6.6
65. Where teachers are satisfied with their jobs they also trust more in their effectiveness Job Satisfaction Self -efficacy: standardised factor scores D6.7
66. Total number of intended instruction hours in public institutions between the ages of 7 and 14 (2007) Students in OECD countries are expected to receive, on average, 6 862 hours of instruction between the ages of 7 and 14, of which 1 580 betweenages 7 and 8, 2 504 betweenages 9 and 11, and 2 778 betweenages 12 and 14. The large majority of intendedhours of instruction are compulsory. D1.1 Total number of intended instruction time in hours
68. Average class size in educational institutions, by level of education (2007) Number of students per classroom D2.2
69. Teachers’ salaries (minimum, after 15 years experience, and maximum) in lower secondary education (2007)Annual statutory teachers’ salaries in public institutions in lower secondary education, in equivalent USD converted using PPPs, and the ratio of salary of 15 years of experience to GDP per capita Equivalent USD converted using PPPs The annualstatutory salaries of lowersecondaryteacherswith 15 yearexperience range fromlessthan USD 15 000 in Hungary and the partner countries Chile and Estonia, to over USD 52 000 in Germany, Ireland, Koreaand Switzerland and exceedsUSD 89 000 in Luxembourg. D3.2
70. Changes in teachers’ salaries in lower secondary education, by point in the salary scale (1996,2007) Index of change between 1996 and 2007 (1996=100, 2007 price levels using GDP deflators) Indexof change D3.3
71. Number of teaching hours per year, by level of education (2007)Net contact time in hours per year in public institutions Hours per year D4.2
72.
73. www.oecd.org All national and international publications The complete micro-level database Email: Andreas.Schleicher@OECD.org … and remember: Without data, you are just another person with an opinion Thank you !
Editor's Notes
The pace of change is most clearly visible in college education, and I want to bring two more dimensions into the picture here.Each dot on this chart represents one country. The horizontal axis shows you the college graduation rate, the proportion of an age group that comes out of the system with a college degree. The vertical axis shows you how much it costs to educate a graduate per year.
*Lets now add where the money comes from into the picture, the larger the dot, the larger the share of private spending on college education, such as tuition.The chart shows the US as the country with the highest college graduation rate, and the highest level of spending per student. The US is also among the countries with the largest share of resources generated through the private sector. That allows the US to spend roughly twice as much per student as Europe. US, FinlandThe only thing I have not highlighted so far is that this was the situation in 1995. And now watch this closely as you see how this changed between 1995 and 2005.
You see that in 2000, five years, later, the picture looked very different. While in 1995 the US was well ahead of any other country – you see that marked by the dotted circle, in 2000 several other countries had reached out to this frontier. Look at Australia, in pink.
