Education at a Glance 2022
OECD Indicators
Education at a Glance is the authoritative source for data on the state of education around the world. It provides information on the structure, finances and performance of education systems across OECD countries and partner economies. More than 100 charts and tables in this publication – as well as much more data available online – 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 2022 edition focuses on tertiary education, looking at the rise of tertiary attainment and the associated benefits for individuals and for societies. It also considers the costs of tertiary education and how spending on education is divided across levels of government and between the state and individuals. A specific chapter is dedicated to the COVID crisis and the shift from crisis management to recovery. Two new indicators on professional development for teachers and school heads and on the profile of academic staff complement this year's edition.
Who is expected to graduate from upper secondary education?
An upper secondary qualification (ISCED level 3) is often considered to be the minimum credential for successful entry into the labour market and necessary for continuing to higher levels of education. Young people who leave school before completing upper secondary education tend to have worse employment prospects (see Indicators A3 and A4). For many young people, the transition from lower to upper secondary education involves deciding whether to enrol in general education or pursue vocational education and training (VET). The selection process and the factors influencing which programme orientation students enter (e.g. test results, records of academic performance or teacher advice) also vary between countries (OECD, 2016[2]). How much choice young people have in practice therefore differs across countries. An important challenge is to ensure that the decision to pursue a general or a vocational programme is driven by students’ interests and abilities, not their personal circumstances, which they cannot influence.
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