Mark | Date Date | Title Title | |||
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No. 46 | 30 Nov 2016 |
What influences spending on education?
The challenge of providing more and better education with tightening public budgets has made governments increasingly interested in the efficient allocation of education resources. Results from the OECD Programme for International Student Assessment... |
|||
No. 45 | 28 Oct 2016 |
Fields of education, gender and the labour market
More and more adults are earning a tertiary qualification, but not all tertiary degrees have the same value on the labour market. In general, postgraduate degrees such as master’s and doctoral degrees are associated with higher employment rates and... |
|||
No. 44 | 23 Aug 2016 |
Attainment and labour market outcomes among young tertiary graduates
Among 25-34 year-olds with a tertiary degree, the proportion of those who obtained at least a master’s or equivalent degree varies from 4% in Chile to 79% in the Slovak Republic. Tertiary attainment also varies across generations: while 49% of... |
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No. 43 | 08 Jul 2016 |
Subnational variations in educational attainment and labour market outcomes
Levels of educational attainment do not only vary among countries, but also within them. In many countries, people with tertiary education – usually the most skilled people – are more highly represented in the capital region. Regional employment... |
|||
No. 42 | 16 Jun 2016 |
What are the benefits from early childhood education?
Early childhood education and care programmes (ECEC) have become more accessible in recent years, with high enrolment rates in both early childhood educational development and preprimary education. The educational results of students at the age of 15... |
|||
No. 41 | 13 May 2016 |
How much do tertiary students pay and what public support do they receive?
OECD countries differ significantly in the way spending on tertiary education is shared between public and private sources of funding, and in the financial support they provide to students. Countries with high tuition fees tend to also be those where... |
|||
No. 40 | 22 Apr 2016 |
Teachers' ICT and problem-solving skills
The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector. Primary and secondary teachers have better... |
|||
No. 39 | 09 Mar 2016 |
The internationalisation of doctoral and master's studies
One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level. Almost 60% of international doctoral students in OECD countries are enrolled in science, engineering... |
|||
No. 38 | 16 Feb 2016 |
How is learning time organised in primary and secondary education?
The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan. The... |
|||
No. 37 | 08 Jan 2016 |
Who are the bachelor's and master's graduates?
Graduation rates for bachelor’s and master’s degrees have dramatically increased over the past two decades, with 6 million bachelor’s degrees and 3 million master’s degrees awarded in OECD countries in 2013. Although women represent over half of the... |
|||
No. 36 | 24 Nov 2015 |
What are the benefits of ISCED 2011 classification for indicators on education?
The International Standard Classification of Education (ISCED) is the reference framework used to classify education programmes and related qualifications by education levels and fields. The basic concepts and definitions of ISCED are intended to be... |
|||
No. 35 | 01 Oct 2015 |
How do differences in social and cultural background influence access to higher education and the completion of studies?
Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary... |
|||
No. 34 | 01 Aug 2015 |
What are the advantages today of having an upper secondary qualification?
In most OECD countries, the large majority of adults had at least an upper secondary qualification in 2013, making the completion of upper secondary education the minimum threshold for successful labour market entry and continued employability or the... |
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No. 33 | 01 Jul 2015 |
Focus on vocational education and training (VET) programmes
In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work‑based learning. Countries with... |
|||
No. 32 | 01 Jun 2015 |
Are Education and Skills being Distributed more Inclusively?
Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way... |
|||
No. 31 | 01 Apr 2015 |
How is the global talent pool changing (2013, 2030)?
The number of tertiary educated young people (25-34 years old) in OECD and G20 countries has grown by nearly 45% in the past decade and is expected to keep growing until 2030. If current trends continue, the contribution of OECD countries to the... |
|||
No. 30 | 01 Mar 2015 |
Education and employment
Among 25-34 year-olds, more women than men hold a tertiary qualification in 33 of the 36 countries for which data are comparable. Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with... |
|||
No. 29 | 01 Feb 2015 |
How Much Time Do Teachers Spend on Teaching and Non-teaching Activities?
The annual number of teaching hours of teachers differs greatly from one country to another and tends to decrease as the level of education increases. On average across countries, teachers spend half of their working time in non-teaching activities... |
|||
No. 28 | 01 Jan 2015 |
Are Young People Attaining Higher Levels of Education than their Parents?
Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD... |
|||
No. 27 | 01 Dec 2014 |
What Are the Earnings Advantages from Education?
Rising levels of tertiary attainment seem not to have led to an “inflation” eroding the labour-market value of qualifications. However, tertiary graduates have the highest relative earnings advantage when they live in a country with low tertiary... |
Education Indicators in Focus
English Also available in: French
- ISSN: 22267077 (online)
- https://doi.org/10.1787/22267077
41 - 60 of 86 results
What influences spending on education?
OECD
30 Nov 2016
The challenge of providing more and better education with tightening public budgets has made governments increasingly interested in the efficient allocation of education resources. Results from the OECD Programme for International Student Assessment...
Fields of education, gender and the labour market
OECD
28 Oct 2016
More and more adults are earning a tertiary qualification, but not all tertiary degrees have the same value on the labour market. In general, postgraduate degrees such as master’s and doctoral degrees are associated with higher employment rates and...
Attainment and labour market outcomes among young tertiary graduates
OECD
23 Aug 2016
Among 25-34 year-olds with a tertiary degree, the proportion of those who obtained at least a master’s or equivalent degree varies from 4% in Chile to 79% in the Slovak Republic. Tertiary attainment also varies across generations: while 49% of...
Levels of educational attainment do not only vary among countries, but also within them. In many countries, people with tertiary education – usually the most skilled people – are more highly represented in the capital region. Regional employment...
What are the benefits from early childhood education?
OECD
16 Jun 2016
Early childhood education and care programmes (ECEC) have become more accessible in recent years, with high enrolment rates in both early childhood educational development and preprimary education. The educational results of students at the age of 15...
OECD countries differ significantly in the way spending on tertiary education is shared between public and private sources of funding, and in the financial support they provide to students. Countries with high tuition fees tend to also be those where...
Teachers' ICT and problem-solving skills
OECD
22 Apr 2016
The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector. Primary and secondary teachers have better...
The internationalisation of doctoral and master's studies
OECD
09 Mar 2016
One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level. Almost 60% of international doctoral students in OECD countries are enrolled in science, engineering...
How is learning time organised in primary and secondary education?
OECD
16 Feb 2016
The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan. The...
Who are the bachelor's and master's graduates?
OECD
08 Jan 2016
Graduation rates for bachelor’s and master’s degrees have dramatically increased over the past two decades, with 6 million bachelor’s degrees and 3 million master’s degrees awarded in OECD countries in 2013. Although women represent over half of the...
The International Standard Classification of Education (ISCED) is the reference framework used to classify education programmes and related qualifications by education levels and fields. The basic concepts and definitions of ISCED are intended to be...
How do differences in social and cultural background influence access to higher education and the completion of studies?
OECD
01 Oct 2015
Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary...
In most OECD countries, the large majority of adults had at least an upper secondary qualification in 2013, making the completion of upper secondary education the minimum threshold for successful labour market entry and continued employability or the...
Focus on vocational education and training (VET) programmes
OECD
01 Jul 2015
In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work‑based learning. Countries with...
Are Education and Skills being Distributed more Inclusively?
OECD
01 Jun 2015
Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way...
How is the global talent pool changing (2013, 2030)?
OECD
01 Apr 2015
The number of tertiary educated young people (25-34 years old) in OECD and G20 countries has grown by nearly 45% in the past decade and is expected to keep growing until 2030. If current trends continue, the contribution of OECD countries to the...
Education and employment
OECD
01 Mar 2015
Among 25-34 year-olds, more women than men hold a tertiary qualification in 33 of the 36 countries for which data are comparable. Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with...
The annual number of teaching hours of teachers differs greatly from one country to another and tends to decrease as the level of education increases. On average across countries, teachers spend half of their working time in non-teaching activities...
Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD...
What Are the Earnings Advantages from Education?
OECD
01 Dec 2014
Rising levels of tertiary attainment seem not to have led to an “inflation” eroding the labour-market value of qualifications. However, tertiary graduates have the highest relative earnings advantage when they live in a country with low tertiary...