Sélectionner | Date Date | Titre Titre | |||
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No. 61 | 24 May 2018 |
How is the tertiary-educated population evolving?
Over the next decade, a growing proportion of young adults are expected to attain tertiary education, with China and India leading the way – in particular in the fast-growing and highly relevant fields of STEM. Nonetheless, while women in OECD and... |
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No. 62 | 12 Jul 2018 |
How does the earnings advantage of tertiary-educated workers evolve across generations?
The demand and supply of tertiary workers contribute to shaping their earnings advantage. The expansion of tertiary education has been accompanied by a decrease in the earnings advantage of tertiary-educated younger and older workers in many OECD and... |
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No. 63 | 10 Oct 2018 |
How do admission systems affect enrolment in public tertiary education?
Both the admission process and criteria for admission affect tertiary enrolment. Centralised admission systems can make the admission process more efficient, but can limit the number of applications and offers made to applicants; minimum performance... |
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No. 64 | 23 Nov 2018 |
How decentralised are education systems, and what does it mean for schools?
School autonomy is popular but also complex and sometimes contentious. Many education systems have increased schools’ autonomy in the hope of achieving greater efficiency and closer adaptation to local needs. In some countries, however, increased... |
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No. 65 | 18 Dec 2018 |
How do the educational attainment and labour market outcomes of foreign-born adults compare to their native-born peers?
Adult migrants in all OECD countries are a diverse group, with different profiles and levels of education. Even if they hold tertiary degrees, they are more likely to have poorer labour market outcomes, including lower earnings. Participation in the... |
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No. 66 | 31 Jan 2019 |
How much would it cost to reduce class size by one student?
Decreasing class sizes, even by as little as one student, comes with a price tag. It is possible to “pay” for this increase by compensating with one of the other factors influencing the salary cost of teachers: lower teachers’ salaries, less required... |
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No. 67 | 28 Feb 2019 |
Why does the Sustainable Development Goal on Education (SDG 4) matter for OECD countries?
The Sustainable Development Agenda is a universal and ambitious agenda that challenges every single country in the world to achieve the Sustainable Development Goals by 2030 – and this is why it matters for OECD countries. In this context,... |
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No. 68 | 05 Apr 2019 |
What characterises upper secondary vocational education and training?
Vocational education and training can play a central role in preparing young people for work and responding to the labour market needs of the economy. While often neglected in the past, an increasing number of countries are recognising that... |
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No. 69 | 03 May 2019 |
How does socio-economic status influence entry into tertiary education?
Across OECD countries, individuals without tertiary-educated parents tend to be considerably under-represented among entrants to tertiary education. However, inequalities tend to accumulate throughout an individual’s educational career. In... |
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No. 70 | 18 Jul 2019 |
How can the comparability of early childhood education and care statistics be improved?
The types of services available to children and their parents vary significantly across OECD countries. This makes international comparisons of ECEC more challenging. The revision of ISCED in 2011 was a significant first step towards better... |
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No. 71 | 13 Aug 2019 |
How do young people’s educational attainment and labour-market outcomes differ across regions?
Different regions often display large differences in educational attainment and employment outcomes, highlighting the importance of monitoring regional as well as national indicators and the need for government to develop tailored policy responses to... |
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No. 72 | 24 Jan 2020 |
How has private expenditure on tertiary education evolved over time and how does it affect participation in education?
On average in OECD countries, private sources account for a significant share of investment in tertiary educational institutions. Private expenditure on tertiary educational institutions increased faster than public expenditure between 2010 and 2016... |
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No. 73 | 20 Feb 2020 |
What are the choices facing first-time entrants to tertiary education?
First-time entrants to tertiary education are required to make interconnected decisions about their field of study, the fees they will pay and the application requirements they are prepared to face. Their choice of programme and institution will be... |
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No. 74 | 09 Mar 2020 |
How have women’s participation and fields of study choice in higher education evolved over time?
Women’s participation in higher education has overtaken men’s. However, women have been historically under-represented in some fields and continue to be so: they predominate in education,and health and welfare as their main fields of study, while men... |
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No. 75 | 12 May 2020 |
What role might the social outcomes of education play during the COVID-19 lockdown ?
While the economic benefits of education have been demonstrated in a number of areas, greater educational attainment is also positively associated with a variety of social outcomes that are important during the COVID-19 outbreak. Data collected... |
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No. 76 | 27 Aug 2020 |
How are young graduates settling into the labour market?
The transition from tertiary education to work involves substantial uncertainty and changes between education programmes, jobs and industries. The current major disruption in the labour market is only going to increase this uncertainty, making it... |
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No. 77 | 18 Jan 2021 |
How does earnings advantage from tertiary education vary by field of study?
A tertiary degree yields better earnings, especially in countries with a small share of tertiary-educated adults in the population. However, this earnings advantage varies significantly by field of study. In some countries, workers with a tertiary... |
|||
No. 78 | 09 Feb 2021 |
What are the roles and salaries of school heads?
School heads in public institutions are required to work on average 7-8 hours a day, as is the case for most office-based jobs. The hours worked and the list of tasks and responsibilities vary widely across countries. On average across OECD... |
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No. 79 | 08 Mar 2021 |
Why do more young women than men go on to tertiary education?
Understanding the gender dynamics in educational transitions can help target policies to support equitable access to education as well as its quality and labour-market outcomes. In almost all OECD countries, the gender gap in favour of women is wider... |
|||
No. 80 | 07 Feb 2022 |
How has educational attainment influenced the labour market outcomes of native- and foreign-born adults?
The labour market outcomes for native- and foreign-born adults during the first year of the COVID-19 pandemic vary considerably across countries – with inequalities in employment even falling in some cases compared to 2017. In contrast with the 2008... |
- Accueil
- Périodiques
- Education Indicators in Focus
Education Indicators in Focus
Anglais Egalement disponible en : Français
- ISSN : 22267077 (en ligne)
- https://doi.org/10.1787/22267077
61 - 80 of 86 results
How is the tertiary-educated population evolving?
OCDE
24 May 2018
Over the next decade, a growing proportion of young adults are expected to attain tertiary education, with China and India leading the way – in particular in the fast-growing and highly relevant fields of STEM. Nonetheless, while women in OECD and...
How does the earnings advantage of tertiary-educated workers evolve across generations?
OCDE
12 Jul 2018
The demand and supply of tertiary workers contribute to shaping their earnings advantage. The expansion of tertiary education has been accompanied by a decrease in the earnings advantage of tertiary-educated younger and older workers in many OECD and...
Both the admission process and criteria for admission affect tertiary enrolment. Centralised admission systems can make the admission process more efficient, but can limit the number of applications and offers made to applicants; minimum performance...
School autonomy is popular but also complex and sometimes contentious. Many education systems have increased schools’ autonomy in the hope of achieving greater efficiency and closer adaptation to local needs. In some countries, however, increased...
How do the educational attainment and labour market outcomes of foreign-born adults compare to their native-born peers?
OCDE
18 Dec 2018
Adult migrants in all OECD countries are a diverse group, with different profiles and levels of education. Even if they hold tertiary degrees, they are more likely to have poorer labour market outcomes, including lower earnings. Participation in the...
How much would it cost to reduce class size by one student?
OCDE
31 Jan 2019
Decreasing class sizes, even by as little as one student, comes with a price tag. It is possible to “pay” for this increase by compensating with one of the other factors influencing the salary cost of teachers: lower teachers’ salaries, less required...
Why does the Sustainable Development Goal on Education (SDG 4) matter for OECD countries?
OCDE
28 Feb 2019
The Sustainable Development Agenda is a universal and ambitious agenda that challenges every single country in the world to achieve the Sustainable Development Goals by 2030 – and this is why it matters for OECD countries. In this context,...
Vocational education and training can play a central role in preparing young people for work and responding to the labour market needs of the economy. While often neglected in the past, an increasing number of countries are recognising that...
Across OECD countries, individuals without tertiary-educated parents tend to be considerably under-represented among entrants to tertiary education. However, inequalities tend to accumulate throughout an individual’s educational career. In...
How can the comparability of early childhood education and care statistics be improved?
OCDE
18 Jul 2019
The types of services available to children and their parents vary significantly across OECD countries. This makes international comparisons of ECEC more challenging. The revision of ISCED in 2011 was a significant first step towards better...
How do young people’s educational attainment and labour-market outcomes differ across regions?
OCDE
13 Aug 2019
Different regions often display large differences in educational attainment and employment outcomes, highlighting the importance of monitoring regional as well as national indicators and the need for government to develop tailored policy responses to...
How has private expenditure on tertiary education evolved over time and how does it affect participation in education?
OCDE
24 Jan 2020
On average in OECD countries, private sources account for a significant share of investment in tertiary educational institutions. Private expenditure on tertiary educational institutions increased faster than public expenditure between 2010 and 2016...
First-time entrants to tertiary education are required to make interconnected decisions about their field of study, the fees they will pay and the application requirements they are prepared to face. Their choice of programme and institution will be...
How have women’s participation and fields of study choice in higher education evolved over time?
OCDE
09 Mar 2020
Women’s participation in higher education has overtaken men’s. However, women have been historically under-represented in some fields and continue to be so: they predominate in education,and health and welfare as their main fields of study, while men...
What role might the social outcomes of education play during the COVID-19 lockdown ?
OCDE
12 May 2020
While the economic benefits of education have been demonstrated in a number of areas, greater educational attainment is also positively associated with a variety of social outcomes that are important during the COVID-19 outbreak. Data collected...
How are young graduates settling into the labour market?
OCDE
27 Aug 2020
The transition from tertiary education to work involves substantial uncertainty and changes between education programmes, jobs and industries. The current major disruption in the labour market is only going to increase this uncertainty, making it...
A tertiary degree yields better earnings, especially in countries with a small share of tertiary-educated adults in the population. However, this earnings advantage varies significantly by field of study. In some countries, workers with a tertiary...
What are the roles and salaries of school heads?
OCDE
09 Feb 2021
School heads in public institutions are required to work on average 7-8 hours a day, as is the case for most office-based jobs. The hours worked and the list of tasks and responsibilities vary widely across countries. On average across OECD...
Why do more young women than men go on to tertiary education?
OCDE
08 Mar 2021
Understanding the gender dynamics in educational transitions can help target policies to support equitable access to education as well as its quality and labour-market outcomes. In almost all OECD countries, the gender gap in favour of women is wider...
How has educational attainment influenced the labour market outcomes of native- and foreign-born adults?
OCDE
07 Feb 2022
The labour market outcomes for native- and foreign-born adults during the first year of the COVID-19 pandemic vary considerably across countries – with inequalities in employment even falling in some cases compared to 2017. In contrast with the 2008...