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
Difference between Syllabus, Course and CurriculumGhulam Mujtaba
Syllabus, course, and curriculum are related but distinct educational concepts. A syllabus describes the topics and units to be covered in a subject, varying between teachers, while a curriculum is the overall content taught in an educational system, which is the same for all teachers. A course refers to a plan of study on a particular subject that usually leads to an exam or qualification. It consists of a set of classes that can include various types of content. The curriculum has a wider scope and contains all learning materials, whereas the syllabus provides an outline and objectives for students.
This document discusses the importance of female education in Pakistan. It notes that female education is important both for society and from an Islamic point of view, as educated mothers can help raise good citizens and pass on their knowledge. However, female literacy in Pakistan is only 26% due to various barriers like conservative cultural values, poverty, lack of awareness among parents, and shortage of educational facilities - especially in rural and tribal areas where girls' education is sometimes prohibited. Solutions are needed to address these problems and improve female access to education across Pakistan.
This document discusses effective classroom management techniques for elementary, middle, and high school teachers. It describes a high school English teacher who was able to silence her class with just a raised eyebrow due to the respect her students had for her. The document then provides seven classroom management strategies for teachers to try, including making positive phone calls to parents daily, modeling good discussion behaviors, using rewards to motivate students, having students create group contracts, engaging students with compelling curriculum, creating classroom norms with students, and building trust and care with students.
The educational system in Pakistan has three main sectors - formal, informal, and religious education. Formal education takes place in schools and universities, informal education occurs outside standard schools, and religious education is provided by madrassas. Pakistan's education system consists of over 270,000 institutions serving over 40 million students and teachers. However, factors like feudalism, gender issues, high fertility rates, and costs of education negatively impact literacy rates in the country. Despite challenges, some Pakistani students have achieved successes like receiving perfect scores on exams and breaking world records.
education is the preliminary part of any nation. biggest problem of Pakistani nation is unawareness about how education can significantly improve their growth.....this is main theme behind this lecture...although its adapted yet very good for you all ....because improvement always exist in the society.
This document is a revised white paper on education in Pakistan intended to stimulate discussion on developing a national education policy. It was prepared by Javed Hasan Aly and the National Education Policy Review Team. The white paper outlines the current state of education governance and management, issues of quality, equity, and access to education in Pakistan. It provides recommendations in each of these areas to help inform the drafting of an official national education policy. The white paper will be shared with stakeholders for further comments and input before a final policy is developed.
This presentation provides information about the education systems of Pakistan, India, and Bangladesh. It discusses the history and policies of each country's education system, key facts about the systems such as enrollment rates and types of educational institutions, and some common problems faced across the three countries like outdated curricula, lack of resources, and high dropout rates. The presentation was given by Fatima Batool for a course on education policy.
Difference between Syllabus, Course and CurriculumGhulam Mujtaba
Syllabus, course, and curriculum are related but distinct educational concepts. A syllabus describes the topics and units to be covered in a subject, varying between teachers, while a curriculum is the overall content taught in an educational system, which is the same for all teachers. A course refers to a plan of study on a particular subject that usually leads to an exam or qualification. It consists of a set of classes that can include various types of content. The curriculum has a wider scope and contains all learning materials, whereas the syllabus provides an outline and objectives for students.
This document discusses the importance of female education in Pakistan. It notes that female education is important both for society and from an Islamic point of view, as educated mothers can help raise good citizens and pass on their knowledge. However, female literacy in Pakistan is only 26% due to various barriers like conservative cultural values, poverty, lack of awareness among parents, and shortage of educational facilities - especially in rural and tribal areas where girls' education is sometimes prohibited. Solutions are needed to address these problems and improve female access to education across Pakistan.
This document discusses effective classroom management techniques for elementary, middle, and high school teachers. It describes a high school English teacher who was able to silence her class with just a raised eyebrow due to the respect her students had for her. The document then provides seven classroom management strategies for teachers to try, including making positive phone calls to parents daily, modeling good discussion behaviors, using rewards to motivate students, having students create group contracts, engaging students with compelling curriculum, creating classroom norms with students, and building trust and care with students.
The educational system in Pakistan has three main sectors - formal, informal, and religious education. Formal education takes place in schools and universities, informal education occurs outside standard schools, and religious education is provided by madrassas. Pakistan's education system consists of over 270,000 institutions serving over 40 million students and teachers. However, factors like feudalism, gender issues, high fertility rates, and costs of education negatively impact literacy rates in the country. Despite challenges, some Pakistani students have achieved successes like receiving perfect scores on exams and breaking world records.
education is the preliminary part of any nation. biggest problem of Pakistani nation is unawareness about how education can significantly improve their growth.....this is main theme behind this lecture...although its adapted yet very good for you all ....because improvement always exist in the society.
This document is a revised white paper on education in Pakistan intended to stimulate discussion on developing a national education policy. It was prepared by Javed Hasan Aly and the National Education Policy Review Team. The white paper outlines the current state of education governance and management, issues of quality, equity, and access to education in Pakistan. It provides recommendations in each of these areas to help inform the drafting of an official national education policy. The white paper will be shared with stakeholders for further comments and input before a final policy is developed.
This presentation provides information about the education systems of Pakistan, India, and Bangladesh. It discusses the history and policies of each country's education system, key facts about the systems such as enrollment rates and types of educational institutions, and some common problems faced across the three countries like outdated curricula, lack of resources, and high dropout rates. The presentation was given by Fatima Batool for a course on education policy.
Curriculum Reforms in Pakistan....You may visit my channel for more updates:
http://fixit.buysellclone.com/ visit this and click subscribe...
thank you
The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
The 18th amendment to Pakistan's constitution decentralized control over education from the federal to provincial governments. This has both benefits and challenges. It allows provinces more autonomy to develop curricula tailored to local needs but risks a lack of national standards. Coordination between provinces is now important to maintain consistency while respecting regional differences. Overall, the impact of 18th amendment on education remains an ongoing discussion around balancing provincial autonomy with national cohesion.
HI Guys, I want to make presentation on any topics , if you are looking for a person to make your GOOD presentation in short period of time , then please connect me.My e/mali address is kashmalach66@gmail.com Thank you #pakistan
This document summarizes key Pakistani education policies and curriculum reforms from 1947 to 2009. It discusses the National Education Conference of 1947 which established Urdu as the official language and made recommendations around curriculum revision and compulsory Islamic instruction. Subsequent policies in 1959, 1969, 1972-1980, and 1979 focused on modernizing science education, increasing universities, and integrating Islamic thought. The 2009 policy emphasized using ICT, evaluating curriculum ongoing, and developing locally relevant textbooks.
The document summarizes the scheme of studies for the Secondary School Certificate (SSC) offered by the AKU Examination Board. It outlines the compulsory and elective subjects for both the science and humanities groups in SSC Part 1 (Class 9) and Part 2 (Class 10). The subjects include English, Urdu, Islamiyat/Ethics, Pakistan Studies, Mathematics, Physics, Chemistry, Biology and others. Students must complete 550 marks worth of subjects in each part.
Comparison of Teacher Education in Pakistan with Other Developed Countries Syed Ali Roshan
This presentation was created to compare the level of teacher education in Pakistan with other developed countries such as Finland, France, Italy and Norway. This analysis helps identify the shortcomings in the Pakistani Education system and how comparative education help bridge that gap.
BOOKBANK for the students coming from poor families(BENGALI VERSION)
Juin Mondal
M.Sc, B.Ed (2nd SEM)
Biological Science
juinmandal@gmail.com
Gandhi Centenary B.T College, Habra
The National Education Policy 2009 outlines several aims for Pakistan's education system, including achieving education goals, promoting national unity, improving quality, and increasing access to education for all citizens. It focuses on several areas like early childhood education, elementary education, literacy programs, improving teacher quality, and reforming curriculum. It also has sections on Islamiyat education, secondary and higher education, technical and vocational training, and matching education with labor market needs. The overall goals are to develop a demand-driven education system that reduces disparities and improves learning outcomes.
This document provides an overview of education in Pakistan. It begins with defining education and outlining Pakistan's constitution which mandates free and compulsory secondary education. It then examines Pakistan's education scenario, including its ranking in the Human Development Index, literacy rates by province and region, and key challenges facing the education system. The document concludes by outlining Pakistan's national education plan and future plans to improve access, quality, teacher training, vocational education, and the teaching of English.
This document discusses specific techniques for evaluating curriculum, including:
1. Observation - Gathering information by directly observing programs and student/teacher behaviors. This can be unstructured or structured.
2. Interviews - Collecting verbal information from interviewees. Interviews can be unstructured or structured.
3. Questionnaires - Collecting quantitative data through surveys to get information from many people easily.
4. Unobtrusive measures - Obtaining non-reactive observations by examining physical traces or records without participants' awareness.
5. Tests - Assessing learning outcomes through various types of tests like diagnostic, proficiency, aptitude, and achievement tests as well as formative vs summative assessments.
The Differences between Syllabus and Curriculummardiatun nisa
The document defines a syllabus and curriculum. A syllabus is a lesson plan that lists the subjects, standards, competencies, materials, activities, evaluations, time, and resources for a course of study. It provides details for teaching a specific subject. A curriculum is a broader plan that establishes objectives, content, learning materials, and methods to guide instruction to achieve educational goals. While a syllabus focuses on one subject, a curriculum encompasses the overall content and framework for an educational system or course.
The document discusses education in Pakistan. It defines education and outlines Pakistan's constitution which calls for free compulsory secondary education. It describes the levels of education in Pakistan and the government and private sectors. It notes Pakistan's literacy rate of 58% and reasons for its poor education system like low funding, lack of standards, and poverty. The effects of illiteracy are then outlined like lack of development and unemployment. Finally, solutions presented include increasing education funding, improving schools, and providing free education.
The new National Education Policy 2020 aims to transform India's education system. It introduces a new 5+3+3+4 curriculum structure with a strong focus on early childhood education. The policy seeks to achieve universal foundational literacy and numeracy for students by 2025 through a National Mission. It also aims to increase access to education for all by eliminating dropout rates and ensuring lifelong learning opportunities. The policy proposes reforms such as flexible multidisciplinary education, integration of vocational education, multilingualism, and transforming assessment to make learning more holistic and student-centered.
developing listening skills through technologyabidayou
The document discusses how various technologies such as radio, audio tapes, language laboratories, and video can be used to develop listening skills for language learners. It describes the benefits and uses of each technology, including their ability to provide extensive and intensive listening practice opportunities, expose learners to native speaker models, and promote learner motivation and creativity. The role of the teacher in selecting materials and activities that target specific listening skills is also addressed.
The document summarizes education in Pakistan. It defines education according to the Pakistani constitution as providing free and compulsory secondary education. It outlines the country's literacy rates, types of educational institutions, and challenges facing the education system. The national education plan aims to achieve universal primary and secondary education through improving governance, teacher quality, access to schools, and increasing education funding and private sector involvement. Future plans include partnerships among families, communities and the state to provide free education, textbooks and scholarships to improve access to education across Pakistan.
1. The document discusses issues with Pakistan's current education system including a lack of clear objectives, differing syllabi between private and public schools, and changes to education policy based on political situations.
2. It notes declining student learning levels in core subjects like Urdu, English, and math. Fewer students and teachers in rural areas have primary schooling.
3. The use of English as a medium of instruction is debated, as many teachers and students lack proficiency in English. Using students' home language initially may better facilitate learning.
4. Reforms are needed like setting strategic education goals, improving teacher training, increasing education funding, and making the education system more unified and supervised. English should be
Education plays an important role in a country's development, but Pakistan's literacy rate and education quality are low. This is due to factors like lack of access to quality education, corruption, poverty, lack of government investment, and social/cultural barriers. Improving teacher quality standards, increasing equitable funding across districts, raising awareness of girls' education, and overcoming differences between public and private schools could help increase literacy rates and education standards in Pakistan. Investing more in education would boost the economy and developing human capital is key to Pakistan's future progress.
India & Pakistan's education systems comparisonsobia sultan
This document compares various factors between India and Pakistan. It outlines the background histories of each country, noting the Indus Valley civilization in both. It then summarizes key differences in geography, languages, religions, economies, education systems, and teaching methods between India and Pakistan. The document provides overviews and statistics on population sizes, GDPs, literacy rates, school enrollment, and curriculum approaches in each country.
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.
Curriculum Reforms in Pakistan....You may visit my channel for more updates:
http://fixit.buysellclone.com/ visit this and click subscribe...
thank you
The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
The 18th amendment to Pakistan's constitution decentralized control over education from the federal to provincial governments. This has both benefits and challenges. It allows provinces more autonomy to develop curricula tailored to local needs but risks a lack of national standards. Coordination between provinces is now important to maintain consistency while respecting regional differences. Overall, the impact of 18th amendment on education remains an ongoing discussion around balancing provincial autonomy with national cohesion.
HI Guys, I want to make presentation on any topics , if you are looking for a person to make your GOOD presentation in short period of time , then please connect me.My e/mali address is kashmalach66@gmail.com Thank you #pakistan
This document summarizes key Pakistani education policies and curriculum reforms from 1947 to 2009. It discusses the National Education Conference of 1947 which established Urdu as the official language and made recommendations around curriculum revision and compulsory Islamic instruction. Subsequent policies in 1959, 1969, 1972-1980, and 1979 focused on modernizing science education, increasing universities, and integrating Islamic thought. The 2009 policy emphasized using ICT, evaluating curriculum ongoing, and developing locally relevant textbooks.
The document summarizes the scheme of studies for the Secondary School Certificate (SSC) offered by the AKU Examination Board. It outlines the compulsory and elective subjects for both the science and humanities groups in SSC Part 1 (Class 9) and Part 2 (Class 10). The subjects include English, Urdu, Islamiyat/Ethics, Pakistan Studies, Mathematics, Physics, Chemistry, Biology and others. Students must complete 550 marks worth of subjects in each part.
Comparison of Teacher Education in Pakistan with Other Developed Countries Syed Ali Roshan
This presentation was created to compare the level of teacher education in Pakistan with other developed countries such as Finland, France, Italy and Norway. This analysis helps identify the shortcomings in the Pakistani Education system and how comparative education help bridge that gap.
BOOKBANK for the students coming from poor families(BENGALI VERSION)
Juin Mondal
M.Sc, B.Ed (2nd SEM)
Biological Science
juinmandal@gmail.com
Gandhi Centenary B.T College, Habra
The National Education Policy 2009 outlines several aims for Pakistan's education system, including achieving education goals, promoting national unity, improving quality, and increasing access to education for all citizens. It focuses on several areas like early childhood education, elementary education, literacy programs, improving teacher quality, and reforming curriculum. It also has sections on Islamiyat education, secondary and higher education, technical and vocational training, and matching education with labor market needs. The overall goals are to develop a demand-driven education system that reduces disparities and improves learning outcomes.
This document provides an overview of education in Pakistan. It begins with defining education and outlining Pakistan's constitution which mandates free and compulsory secondary education. It then examines Pakistan's education scenario, including its ranking in the Human Development Index, literacy rates by province and region, and key challenges facing the education system. The document concludes by outlining Pakistan's national education plan and future plans to improve access, quality, teacher training, vocational education, and the teaching of English.
This document discusses specific techniques for evaluating curriculum, including:
1. Observation - Gathering information by directly observing programs and student/teacher behaviors. This can be unstructured or structured.
2. Interviews - Collecting verbal information from interviewees. Interviews can be unstructured or structured.
3. Questionnaires - Collecting quantitative data through surveys to get information from many people easily.
4. Unobtrusive measures - Obtaining non-reactive observations by examining physical traces or records without participants' awareness.
5. Tests - Assessing learning outcomes through various types of tests like diagnostic, proficiency, aptitude, and achievement tests as well as formative vs summative assessments.
The Differences between Syllabus and Curriculummardiatun nisa
The document defines a syllabus and curriculum. A syllabus is a lesson plan that lists the subjects, standards, competencies, materials, activities, evaluations, time, and resources for a course of study. It provides details for teaching a specific subject. A curriculum is a broader plan that establishes objectives, content, learning materials, and methods to guide instruction to achieve educational goals. While a syllabus focuses on one subject, a curriculum encompasses the overall content and framework for an educational system or course.
The document discusses education in Pakistan. It defines education and outlines Pakistan's constitution which calls for free compulsory secondary education. It describes the levels of education in Pakistan and the government and private sectors. It notes Pakistan's literacy rate of 58% and reasons for its poor education system like low funding, lack of standards, and poverty. The effects of illiteracy are then outlined like lack of development and unemployment. Finally, solutions presented include increasing education funding, improving schools, and providing free education.
The new National Education Policy 2020 aims to transform India's education system. It introduces a new 5+3+3+4 curriculum structure with a strong focus on early childhood education. The policy seeks to achieve universal foundational literacy and numeracy for students by 2025 through a National Mission. It also aims to increase access to education for all by eliminating dropout rates and ensuring lifelong learning opportunities. The policy proposes reforms such as flexible multidisciplinary education, integration of vocational education, multilingualism, and transforming assessment to make learning more holistic and student-centered.
developing listening skills through technologyabidayou
The document discusses how various technologies such as radio, audio tapes, language laboratories, and video can be used to develop listening skills for language learners. It describes the benefits and uses of each technology, including their ability to provide extensive and intensive listening practice opportunities, expose learners to native speaker models, and promote learner motivation and creativity. The role of the teacher in selecting materials and activities that target specific listening skills is also addressed.
The document summarizes education in Pakistan. It defines education according to the Pakistani constitution as providing free and compulsory secondary education. It outlines the country's literacy rates, types of educational institutions, and challenges facing the education system. The national education plan aims to achieve universal primary and secondary education through improving governance, teacher quality, access to schools, and increasing education funding and private sector involvement. Future plans include partnerships among families, communities and the state to provide free education, textbooks and scholarships to improve access to education across Pakistan.
1. The document discusses issues with Pakistan's current education system including a lack of clear objectives, differing syllabi between private and public schools, and changes to education policy based on political situations.
2. It notes declining student learning levels in core subjects like Urdu, English, and math. Fewer students and teachers in rural areas have primary schooling.
3. The use of English as a medium of instruction is debated, as many teachers and students lack proficiency in English. Using students' home language initially may better facilitate learning.
4. Reforms are needed like setting strategic education goals, improving teacher training, increasing education funding, and making the education system more unified and supervised. English should be
Education plays an important role in a country's development, but Pakistan's literacy rate and education quality are low. This is due to factors like lack of access to quality education, corruption, poverty, lack of government investment, and social/cultural barriers. Improving teacher quality standards, increasing equitable funding across districts, raising awareness of girls' education, and overcoming differences between public and private schools could help increase literacy rates and education standards in Pakistan. Investing more in education would boost the economy and developing human capital is key to Pakistan's future progress.
India & Pakistan's education systems comparisonsobia sultan
This document compares various factors between India and Pakistan. It outlines the background histories of each country, noting the Indus Valley civilization in both. It then summarizes key differences in geography, languages, religions, economies, education systems, and teaching methods between India and Pakistan. The document provides overviews and statistics on population sizes, GDPs, literacy rates, school enrollment, and curriculum approaches in each country.
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 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 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 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.
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.
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/
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 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 - 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.
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
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 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.
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.
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.
Educational opportunity for all keynote goal conference 17 january 2018dvndamme
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2. Children normally spend at least 800 hours per year
in the classroom on average
Annual compulsory instruction time in general education (2021)
In hours, in primary and lower secondary education, in public institutions
Table D1.1.
0
200
400
600
800
1 000
1 200
1 400
Poland
Russian
Federation
Latvia
Lithuania
Korea
Finland
Estonia
Slovak
Republic
Hungary
Slovenia
Czech
Republic
Austria
Sweden
Turkey
Germany
Iceland
Greece
Norway
EU22
average
Japan
Spain
Brazil
Mexico
Switzerland
OECD
average
Belgium
(Fl)
Belgium
(Fr)
France
Italy
Portugal
Ireland
Canada
Luxembourg
Israel
Netherlands
United
States
Australia
Colombia
Denmark
Chile
Costa
Rica
Average
compulsory
instruction
hours
per
year
Primary Lower secondary
3. The higher the education level, the longer schools
were closed
Number of instruction days (excluding school holidays, public holidays and weekends)
where schools were fully closed in 2020 and 2021 (until May 20)
COVID Fig 2
0
25
50
75
100
125
150
175
200
225
250
275
300
Mexico
Poland
Costa
Rica
Hungary
Czech
Republic
Colombia
Turkey
Latvia
Lithuania
Slovenia
Israel
Austria
OECD
average
Chile
Estonia
Portugal
England
(UK)
Denmark
Germany
Sweden
Ireland
Switzerland
Korea
Finland
France
Belgium
Spain
Netherlands
Norway
Luxembourg
New
Zealand
Upper secondary general education Pre-primary education Primary education Lower secondary education
# days
4. Schools were closed for longer periods of time in
countries with lower education performance
PISA 2018 performance in reading and number of instructional days upper secondary schools were fully closed in 2020 and in 2021
COVID database
The size of the bubbles represent the number of COVID-19 cases per million inhabitant from the start of the pandemic to Mai 20 2021. Higher is the
size of the circle, higher was the number of COVID-19 cases in 2020 and 2021.
5. Schools were closed for longer periods of time in
countries with lower education performance
PISA 2018 performance in reading and number of instructional days upper secondary schools were fully closed in 2020 and in 2021
COVID database
The size of the bubbles represent the number of COVID-19 cases per million inhabitant from the start of the pandemic to Mai 20 2021. Higher is the
size of the circle, higher was the number of COVID-19 cases in 2020 and 2021.
6. Students from lower socio-economic
backgrounds are at a higher risk of
disengaging from remote learning
7. In some countries, more than 5% of students repeat a grade
Share of repeaters in lower and upper secondary education (2019)
Figure B1.2.
0
1
2
3
4
5
6
7
8
9
10
Spain
Belgium
Portugal
Greece
Chile
Austria
Colombia
Saudi
Arabia
Germany
Indonesia
EU22
average
Costa
Rica
Estonia
Italy
Slovak
Republic
OECD
average
United
States
Hungary
Poland
Luxembourg
Latvia
France
Switzerland
Israel
Denmark
Mexico
Slovenia
Turkey
Czech
Republic
Lithuania
Finland
Russian
Federation
Ireland
Korea
%
Lower secondary Upper secondary
8. Parents’ education tends to influence students’ own
educational pathway
Share of entrants to upper secondary education, by programme orientation and parents’ educational attainment (2018)
Figure B3.4.
55 48
15
73
41
49
13
54
34
46
38
65
33
21
4
55
27
60
28
58
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All
General
Vocational
General
Vocational
General
Vocational
General
Vocational
General
Vocational
General
Vocational
General
Vocational
General
Vocational
General
Vocational
All
Den-
mark
Estonia Finland France Iceland Israel Norway Portugal Sweden SwitzerlandUnited
States
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary Unknown
Parents’ educational attainment
9. High tuition fees can deter students from pursuing a
tertiary education
Average, minimum and maximum tuition fees charged by public institutions and average amount of tuition fee waivers for national
students enrolled in bachelor's programmes (academic year 2019/20)
Figure C5.2.
0
5 000
10 000
15 000
20 000
England
(UK)
United
States
Chile
Ireland
Japan
Canada
Australia
Korea
Latvia
New
Zealand
Lithuania
Israel
Netherlands
Italy
Spain
Flemish
Comm.
(Belgium)
Austria
France
French
Comm.
(Belgium)
Germany
Denmark
Finland
Norway
Sweden
Turkey
USD converted
using PPPs
Average (or most common) tuition fee Minimum tuition fee
Maximum tuition fee Average (or most common) tuition fee waiver
10. Although international mobility can be high in some countries... Figure B6.2.
Incoming student mobility in tertiary education, by level of study (2019)
0
10
20
30
40
50
60
Australia
New
Zealand
United
Kingdom
Switzerland
Austria
Canada
Czech
Republic
Hungary
Estonia
Ireland
Denmark
Latvia
Germany
Belgium
Portugal
France
Slovak
Republic
Iceland
Finland
EU22
total
Sweden
Slovenia
OECD
total
Lithuania
Japan
United
States
Saudi
Arabia
Norway
Russian
Federation
Poland
Spain
South
Africa
Greece
Argentina
Korea
Israel
Italy
Turkey
Chile
Mexico
China
Brazil
Colombia
India
Indonesia
% All tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent
11. …students from low and lower-middle income countries represent
less than a third of international students in the OECD region Figure B6.1.
0
10
20
30
40
50
60
70
80
90
100
Korea
Russian
Federation
Saudi
Arabia
Turkey
Indonesia
Japan
India
South
Africa
Australia
Portugal
Poland
New
Zealand
Canada
Colombia
Chile
France
Argentina
United
States
Brazil
Italy
OECD
total
Latvia
Lithuania
Finland
Hungary
Spain
Estonia
Germany
EU22
total
United
Kingdom
Ireland
Israel
Norway
Czech
Republic
Slovak
Republic
Sweden
Iceland
Luxembourg
Austria
Switzerland
Netherlands
Denmark
Belgium
Greece
% Low Lower-middle Upper-middle High Unallocated by income
Distribution of incoming international students by origin countries’ income level (2019)
13. Across the OECD, almost one in five young adults
has not attained upper secondary education
Share of 25-34 year-olds with below upper secondary attainment (2020)
Figure A1.2.
0
10
20
30
40
50
60
70
80
India
China
Mexico
South
Africa
Costa
Rica
Indonesia
Turkey
Spain
Argentina
Brazil
Colombia
Iceland
Italy
Portugal
Denmark
Norway
Sweden
Chile
OECD
average
Belgium
Luxembourg
New
Zealand
Germany
United
Kingdom
Hungary
EU22
average
France
Estonia
Austria
Latvia
Netherlands
Greece
Australia
Israel
Slovak
Republic
Czech
Republic
Lithuania
Finland
Ireland
Poland
Switzerland
United
States
Canada
Russian
Federation
Slovenia
Korea
%
14. Youth with lower educational attainment are more
likely to have lower employment prospects…
Employment rate of 25-34 year-old adults by educational attainment (2020)
Table A3.2.
0
10
20
30
40
50
60
70
80
90
100
Iceland
Portugal
Luxembourg
Estonia
Indonesia
New
Zealand
Switzerland
Netherlands
United
Kingdom
Mexico
Latvia
Colombia
Norway
Korea
Germany
Sweden
Costa
Rica
Czech
Republic
Spain
OECD
average
Australia
Austria
United
States
EU22
average
Greece
Brazil
Hungary
Canada
Slovenia
Lithuania
France
Israel
Italy
Finland
Belgium
Poland
Ireland
Slovak
Republic
South
Africa
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
%
15. …and are more likely to earn below half the median
Percentage of adults with below upper secondary attainment earning at or below half the median (2019)
Figure A4.3.
0
10
20
30
40
50
60
Norway
Germany
Ireland
United
States
Colombia
Spain
Canada
Slovak
Republic
France
Greece
Netherlands
Mexico
Austria
Denmark
Turkey
Switzerland
Finland
Italy
Czech
Republic
Hungary
OECD
average
Lithuania
Israel
Estonia
Chile
EU22
average
Sweden
Korea
Costa
Rica
New
Zealand
Australia
Luxembourg
United
Kingdom
Belgium
Portugal
Latvia
Poland
Slovenia
%
16. Different from the financial crisis, American college graduates
have been harder hit than poorly qualified youths
Change in the unemployment rate of 25-34 year-olds by educational attainment, between 2019 and 2020
Table A3.3.
- 10
- 8
- 6
- 4
- 2
0
2
4
6
8
10
Costa
Rica
Sweden
Latvia
Colombia
Austria
Lithuania
Canada
Spain
Slovenia
Switzerland
Norway
Hungary
Estonia
Brazil
Portugal
New
Zealand
Australia
Israel
Ireland
OECD
average
Belgium
EU22
average
Netherlands
Iceland
Mexico
Indonesia
United
Kingdom
Poland
Germany
Finland
Korea
Czech
Republic
United
States
Italy
France
Greece
Slovak
Republic
Percentage
points
Below upper secondary Tertiary
Higher unemployment in 2020 than in 2019
Lower unemployment in 2020 than in 2019
18. Adults with tertiary education can expect to live 5 years
more than those with below upper secondary education
Difference in life expectancy at age 30 between those with tertiary attainment and those with below upper secondary attainment, by gender (2017)
Figure A6.1.
- 2
0
2
4
6
8
10
12
14
16
Slovak
Republic
Poland
Estonia
Hungary
Israel
France
Canada
Denmark
EU22
average
Finland
Average
Slovenia
Norway
Belgium
Netherlands
Sweden
Iceland
Czech
Republic
Portugal
Italy
Spain
Turkey
Greece
Total (men and women) Men Women
Years
Life expectancey of tertiary-educated adults is higher than for adults with below
upper secondary education
19. They are also more likely to be in good physical
shape
Proportion of adults doing at least 180 minutes of physical activity per week, by educational attainment (2017)
Figure A6.5.
0
10
20
30
40
50
60
70
80
90
100
Estonia
Slovak
Republic
New
Zealand
Denmark
Netherlands
United
Kingdom
Sweden
Slovenia
Ireland
Switzerland
Finland
Canada
Luxembourg
Australia
Poland
OECD
average
EU22
average
Germany
Spain
Czech
Republic
Norway
Lithuania
United
States
Latvia
Italy
Greece
France
Belgium
Hungary
Israel
Austria
Portugal
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
%
20. Migration is also profoundly changing our
communities and education systems
21. In the US, half of adults without upper secondary education
are foreign-born
Share of foreign-born adults among all 25-64 year-olds, by level of educational attainment (2020)
Figure A1.5.
0
10
20
30
40
50
60
70
80
90
100
Switzerland
Luxembourg
Sweden
United
States
Austria
Belgium
France
Canada
Slovenia
Australia
Netherlands
OECD
average
Israel
EU22
average
Italy
Spain
New
Zealand
Denmark
Greece
Costa
Rica
United
Kingdom
Ireland
Czech
Republic
Latvia
Estonia
Portugal
Lithuania
Hungary
Chile
Slovak
Republic
Mexico
Below upper secondary Tertiary
%
22. A tertiary degree does not always lead to a job in
migrants’ host country…
Employment rates of native- and foreign-born 25-64 year-olds with tertiary attainment, by age at arrival in the country (2020)
Figure A3.3.
50
60
70
80
90
100
Sweden
Switzerland
Netherlands
Slovenia
Lithuania
New
Zealand
Poland
Austria
Portugal
Belgium
Denmark
Israel
Latvia
Australia
United
Kingdom
EU22
average
France
Ireland
Estonia
Luxembourg
Hungary
OECD
average
Czech
Republic
Chile
Slovak
Republic
United
States
Italy
Spain
Canada
Costa
Rica
Mexico
Greece
Native-born adults Foreign-born: Arrived in the country by the age of 15
Foreign-born: Arrived in the country at 16 or older
%
23. …nor to higher earnings
Earnings of foreign-born workers as a percentage of earnings of native-born workers, by educational attainment (2019)
Figure A4.5.
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
150
160
Chile
United
States
Slovenia
France
Turkey
Switzerland
OECD
average
Luxembourg
United
Kingdom
Israel
Denmark
Sweden
Latvia
Australia
Norway
Germany
Costa
Rica
Belgium
Canada
Austria
New
Zealand
Estonia
Finland
Italy
Spain
Tertiary Below upper secondary Upper secondary or post-secondary non-tertiary
%
25. Enrolment rate of 3-5 year-olds, by region
Regional variation of the enrolment rate of 3-5 year-olds (2019)
OECD.stat
0
10
20
30
40
50
60
70
80
90
100
Switzerland
United
States
Greece
Chile
Slovak
Republic
United
Kingdom
Portugal
Austria
France
Korea
Lithuania
Italy
Spain
Finland
Czech
Republic
Poland
Germany
Belgium
Hungary
Sweden
Slovenia
Norway
Denmark
Ireland
%
26. Public-to-private transfers in pre-primary education
Distribution of public and private expenditure on educational institutions in pre-primary education (2018)
Figure B2.3.
0
10
20
30
40
50
60
70
80
90
100
Japan
United
Kingdom
Portugal
Australia
Chile
Colombia
Turkey
United
States
Denmark
Slovenia
Italy
Korea
OECD
average
Spain
Poland
New
Zealand
Germany
Slovak
Republic
Norway
Lithuania
Austria
Iceland
EU22
average
Netherlands
Greece
Hungary
Czech
Republic
Israel
Finland
France
Sweden
Latvia
Belgium
Luxembourg
Private expenditure Public-to-private transfers Public expenditure
%
28. Most repeaters in lower secondary schools are boys
Share of boys among repeaters in lower and upper secondary education (2019)
Figure B1.2.
0
10
20
30
40
50
60
70
80
Israel
Lithuania
Turkey
Mexico
Poland
Italy
Indonesia
Latvia
Slovenia
Greece
Hungary
Korea
OECD
average
Germany
France
Costa
Rica
EU22
average
Portugal
Czech
Republic
Spain
Belgium
Estonia
Colombia
Austria
Chile
Switzerland
Finland
Luxembourg
United
States
Slovak
Republic
Denmark
Russian
Federation
Ireland
Saudi
Arabia
% Lower secondary Upper secondary
29. Boys are more likely to pursue vocational rather than
general programmes at upper secondary level
Share of men among upper secondary graduates, by programme orientation (2019)
Figure B3.1bis
30
35
40
45
50
55
60
65
70
Hungary
Iceland
Estonia
Lithuania
Greece
Poland
Italy
Germany
Norway
Sweden
Korea
Denmark
Japan
Russian
Federation
Latvia
EU22
average
Slovenia
Czech
Republic
Switzerland
Slovak
Republic
OECD
average
Austria
France
Belgium
Chile
Turkey
Australia
Luxembourg
Portugal
Canada
Spain
Netherlands
Israel
Mexico
Costa
Rica
United
Kingdom
Finland
Colombia
Brazil
New
Zealand
Ireland
United
States
Vocational General
30. And less likely to graduate from tertiary education
before the age of 30
First-time tertiary graduation rates for national students below the age of 30 by gender (2019)
Figure B5.1.
0
10
20
30
40
50
60
70
Spain
Turkey
Denmark
Lithuania
United
Kingdom
Norway
Portugal
Chile
Netherlands
Slovenia
Germany
Switzerland
Finland
OECD
average
Austria
EU22
average
Australia
New
Zealand
Greece
Italy
Latvia
Iceland
Sweden
Estonia
Slovak
Republic
Czech
Republic
Hungary
% Men Women
31. Women are less likely to enter a science, technology,
engineering, or mathematics (STEM) field of study…
Share of female new entrants into tertiary education, by field of education (2019)
Figure B4.1.
0
10
20
30
40
50
60
70
80
90
100
Education
Health
and
welfare
Social
sciences,
journalism
and
information
Arts
and
humanities
Business,
administration
and
law
Agriculture,
forestry,
fisheries
and
veterinary
Natural
sciences,
mathematics
and
statistics
Services
Engineering,
manufacturing
and
construction
Information
and
communication
technologies
% OECD average 20th percentile 80th percentile Highest Lowest
32. …but women are much more likely to become teachers
Percentage of women among teaching staff in public and private institutions (2019)
Figure D5.1.
0
10
20
30
40
50
60
70
80
90
100
Russian
Federation
Lithuania
Latvia
Finland
New
Zealand
United
States
Canada
Estonia
Belgium
Israel
Norway
Slovak
Republic
Netherlands
United
Kingdom
Poland
Brazil
Ireland
Sweden
Portugal
France
Turkey
EU22
average
Spain
OECD
average
Costa
Rica
Denmark
Austria
Slovenia
India
Saudi
Arabia
Hungary
Germany
Colombia
Czech
Republic
Italy
Greece
Switzerland
Korea
Luxembourg
Japan
Tertiary Secondary Primary Pre-primary
%
33. The relative earnings of male teachers to similarly
educated peers are much lower than those of women
Relative salaries of lower secondary teachers (2020)
Ratio of actual salaries to the earnings of full-time, full-year workers with tertiary education
0.0
0.3
0.5
0.8
1.0
1.3
1.5
1.8
2.0
Costa
Rica
Latvia
Portugal
Finland
England
(UK)
Netherlands
Australia
France
Slovenia
OECD
average
EU22
average
New
Zealand
Israel
Austria
Ireland
Sweden
Greece
Denmark
Belgium
(Fl.)
Belgium
(Fr.)
Chile
Norway
Czech
Republic
Italy
United
States
Hungary
Men Women
Figure D3.6.
35. On average, it costs about 100K USD for a 6-15 year-old
to go through education on average
Cumulative expenditure on educational institutions per full-time equivalent student between the age of 6 and 15 (2018),
in USD converted using PPP
Figure C1.1.
0
50 000
100 000
150 000
200 000
250 000
Luxembourg
Norway
Austria
Iceland
United
States
Korea
Sweden
Belgium
United
Kingdom
Australia
Denmark
Finland
Netherlands
Germany
Canada
Italy
France
EU22
average
OECD
average
Slovenia
New
Zealand
Japan
Portugal
Ireland
Spain
Czech
Republic
Estonia
Poland
Greece
Slovak
Republic
Israel
Latvia
Lithuania
Chile
Hungary
Turkey
Colombia
Mexico
Pre-primary education Primary education
Lower secondary education Upper secondary education
USD
36. Spending per student at tertiary level is about 60%
higher than at lower levels of education
Total expenditure on tertiary educational institutions per full-time equivalent student, by type of service (2018),
In USD converted using PPPs
Figure C1.3.b.
0
5 000
10 000
15 000
20 000
25 000
30 000
35 000
40 000
45 000
50 000
Luxembourg
United
States
United
Kingdom
Sweden
Norway
Canada
Netherlands
Australia
Belgium
Austria
Denmark
Germany
Japan
Finland
New
Zealand
Estonia
France
Ireland
OECD
average
EU22
average
Czech
Republic
Iceland
Slovenia
Spain
Hungary
Israel
Italy
Slovak
Republic
Portugal
Korea
Poland
Latvia
Turkey
Lithuania
Russian
Federation
Chile
Mexico
Greece
Colombia
Core services Ancillary services R&D Total
USD
37. Public expenditure on education has increased
between 2012 and 2018 in most OECD countries
Change in total public expenditure on education between 2012 and 2018
Figure C4.2.
- 40
- 20
0
20
40
60
Costa
Rica
Turkey
Colombia
Chile
Estonia
Israel
Latvia
Slovak
Republic
Poland
Iceland
Luxembourg
Hungary
Lithuania
Switzerland
Sweden
Canada
OECD
average
Mexico
Germany
Czech
Republic
United
States
Argentina
EU22
average
France
Austria
Slovenia
Finland
Japan
United
Kingdom
Belgium
Netherlands
Russian
Federation
Italy
Portugal
Brazil
Spain
Greece
Primary, secondary and post-secondary non-tertiary Tertiary
%
38. In effective education systems, how funds are
spent is as important as how much is being spent
39. Equity criteria in funding formulas help ensure resources
are directed to where they are the most needed
Share of total funding allocated by central and state governments to primary and lower secondary educational institutions by equity criteria (2019)
Figure D6.4.
0 5 10 15 20 25
The number or proportion of low-income students
The number or proportion of students with disabilities
The number or proportion of students with an immigrant background
Schools (or most local level of governance) serving poor or disadvantaged
communities
Schools (or most local level of governance) that are in remote or high cost
locations/regions
Schools (or most local level of governance) with special subject offerings (i.e.
minority language)
The number or proportion of low-income people in the
state/region/province/municipality
The number or proportion of people with an immigrant background in the
state/region/province/municipality
States/regions/provinces/municipalities in remote and/or rural locations
The number or proportion of people who belong to minority communities in the
state/region/province/municipality
The number or proportion of people who belong to disadvantaged communities in
the state/region/province/municipality
Student
characteristics
School
characteristics
Population
characteristics
Number of countries
Large Medium Small Unknown Not used
HUN
POL
BRA&HUN
AUS&BRA
HUN&IRL&POL&USA
AUS&CHL&ENG&HUN&IRL&USA
AUS&AUT&BRA&CHL&ISR&POL&USA
AUT&BFR&NLD&USA
BFR&HUN&LVA
LVA
IRL
COL
40. Yet in many countries, teacher salaries are low…
Lower secondary teachers' actual salaries relative to earnings for tertiary-educated workers (2020)
-
0.2
0.4
0.6
0.8
1.0
1.2
1.4
1.6
Costa
Rica
Latvia
Portugal
Lithuania
Germany
Finland
Estonia
England
(UK)
Israel
OECD
average
EU22
average
Australia
Ireland
Slovenia
Netherlands
France
New
Zealand
Austria
Denmark
Sweden
Belgium
(Fl.)
Greece
Chile
Norway
Belgium
(Fr.)
Czech
Republic
Slovak
Republic
Italy
United
States
Hungary
Figure D3.1.
41. …and the earnings progression is flat
Lower secondary teachers’ average actual salaries compared to the statutory starting and top of the scale salaries (2020)
Annual salaries of teachers in public institutions, in equivalent USD converted using PPPs
Figure D3.2.
0
20 000
40 000
60 000
80 000
100 000
120 000
140 000
Luxembourg
Germany
Switzerland
Denmark
Spain
Netherlands
Australia
Austria
Norway
United
States
Sweden
Scotland
(UK)
Belgium
(Fl.)
Finland
Iceland
Belgium
(Fr.)
Canada
Ireland
EU22
average
OECD
average
Italy
France
Portugal
New
Zealand
Korea
England
(UK)
Slovenia
Turkey
Japan
Lithuania
Mexico
Czech
Republic
Chile
Estonia
Israel
Colombia
Greece
Poland
Slovak
Republic
Latvia
Hungary
Costa
Rica
Brazil
Starting salary/minimum qualifications Salary at top of scale/maximum qualifications
USD
42. -3 500
-2 500
-1 500
- 500
500
1 500
2 500
3 500
Germany
Denmark
Switzerland
Norway
Belgium
(Fl)
Austria
Belgium
(Fr)
Canada
Australia
Slovenia
Ireland
Iceland
Netherlands
Spain
Portugal
Italy
Finland
Greece
Japan
Poland
Costa
Rica
Chile
Israel
Lithuania
Hungary
France
Estonia
Turkey
Colombia
Czech
Rep.
Mexico
Latvia
Slovak
Rep.
Contribution of teachers' salary Contribution of instruction time
Contribution of teaching time Contribution of theoretical class size
Difference of salary cost of teachers per student from OECD average
Various factors contribute to the total salary cost of
teachers per student
Contribution of various factors to salary cost of teachers per student in public institutions, primary education (2019)
Figure C7.2.
High salary cost Moderately high salary cost Moderately low salary cost Low salary cost
USD
43. Find out more about our work at www.oecd.org/edu
– All publications
– The complete micro-level database
Thank you
Editor's Notes
It might be interseting to contrast this with the share of adults without upper secondary education in the US (8%) to give this context.