Sélectionner | Date Date | Titre Titre | |||
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No. 5 | 01 May 2012 |
How Is the Global Talent Pool Changing?
At a time when having more education is increasingly necessary for success in the labour market, how is the talent pool of young higher education graduates changing around the world? According to the OECD’s latest analysis, not only has it exploded... |
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No. 21 | 01 Apr 2014 |
How Much Are Teachers Paid and How Much Does it Matter?
Teachers’ salaries increased in real terms between 2000 and 2011 in virtually all OECD countries, but mostly remain below those of other tertiary-educated workers. Statutory salaries for lower secondary school teachers with 15 years of experience are... |
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No. 22 | 01 Apr 2014 |
How Much Time Do Primary and Lower Secondary Students Spend in the Classroom?
Students in OECD countries are expected to receive a total of 7 751 hours of instruction on average during their primary and lower secondary education – the bulk of that time is compulsory. In general, the higher the level of education, the greater... |
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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... |
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No. 20 | 01 Mar 2014 |
How Old Are the Teachers?
More than one-third of male primary school teachers in OECD countries are now over 50 years old. Across OECD countries, the average age of secondary school teachers has increased by one month every year in the last decade. Only a few countries have... |
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No. 4 | 01 Apr 2012 |
How Pronounced Is Income Inequality Around the World - And How Can Education Help Reduce It?
Over the past three decades, the income gap between the rich and the poor has widened across most OECD countries. As the global economic crisis and the changing needs of the worldwide labour market threaten to increase inequality further, how can... |
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No. 7 | 01 Sept 2012 |
How Well Are Countries Educating Young People to the Level Needed for a Job and a Living Wage?
An upper secondary qualification (ISCED 3) has become the norm for young people in OECD countries. Today it is considered the minimum qualification for successful participation in the labour market and for integration in society.In 2010, across OECD... |
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No. 47 | 20 Dec 2016 |
How are health and life satisfaction related to education?
Since 2009, Education at a Glance (EAG) has included an indicator on education and social outcomes using data from different surveys. The OECD Programme for the International Assessment of Adult Competencies (PIAAC) develops and conducts the Survey... |
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No. 82 | 13 Dec 2022 |
How are public primary schools funded?
Governments vary greatly in the way they decide the level of funding for public primary schools, although typically it involves using a combination of rule-based and discretionary criteria. They also tend to place restrictions on how funding is used... |
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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. 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. 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. 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. 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... |
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No. 58 | 01 Feb 2018 |
How do primary and secondary teachers compare?
While policy debate is often focused on the whole teaching profession, primary and secondary teachers differ in more ways than one. While all countries require teachers to have at least a bachelor degree to enter the profession in primary or lower... |
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No. 84 | 29 Jan 2024 |
How do public and private schools differ in OECD countries?
Private schools cater for around 1 in 5 students from pre-primary to the end of secondary education, a share that has not changed materially since 2015. They enjoy greater autonomy, suffer fewer shortages of all kinds and handled the COVID-19... |
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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. 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... |
|||
No. 59 | 08 Mar 2018 |
How does access to early childhood education services affect the participation of women in the labour market?
While the benefits of early childhood education and care (ECEC) services to better learning are now widely acknowledged, a widespread and accessible provision for these services also helps support gender equality in the workforce. In particular, the... |
|||
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... |
- 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
21 - 40 of 86 results
How Is the Global Talent Pool Changing?
OCDE
01 May 2012
At a time when having more education is increasingly necessary for success in the labour market, how is the talent pool of young higher education graduates changing around the world? According to the OECD’s latest analysis, not only has it exploded...
How Much Are Teachers Paid and How Much Does it Matter?
OCDE
01 Apr 2014
Teachers’ salaries increased in real terms between 2000 and 2011 in virtually all OECD countries, but mostly remain below those of other tertiary-educated workers. Statutory salaries for lower secondary school teachers with 15 years of experience are...
Students in OECD countries are expected to receive a total of 7 751 hours of instruction on average during their primary and lower secondary education – the bulk of that time is compulsory. In general, the higher the level of education, the greater...
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...
How Old Are the Teachers?
OCDE
01 Mar 2014
More than one-third of male primary school teachers in OECD countries are now over 50 years old. Across OECD countries, the average age of secondary school teachers has increased by one month every year in the last decade. Only a few countries have...
How Pronounced Is Income Inequality Around the World - And How Can Education Help Reduce It?
OCDE
01 Apr 2012
Over the past three decades, the income gap between the rich and the poor has widened across most OECD countries. As the global economic crisis and the changing needs of the worldwide labour market threaten to increase inequality further, how can...
How Well Are Countries Educating Young People to the Level Needed for a Job and a Living Wage?
OCDE
01 Sept 2012
An upper secondary qualification (ISCED 3) has become the norm for young people in OECD countries. Today it is considered the minimum qualification for successful participation in the labour market and for integration in society.In 2010, across OECD...
How are health and life satisfaction related to education?
OCDE
20 Dec 2016
Since 2009, Education at a Glance (EAG) has included an indicator on education and social outcomes using data from different surveys. The OECD Programme for the International Assessment of Adult Competencies (PIAAC) develops and conducts the Survey...
How are public primary schools funded?
OCDE
13 Dec 2022
Governments vary greatly in the way they decide the level of funding for public primary schools, although typically it involves using a combination of rule-based and discretionary criteria. They also tend to place restrictions on how funding is used...
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...
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...
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...
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...
How do differences in social and cultural background influence access to higher education and the completion of studies?
OCDE
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...
How do primary and secondary teachers compare?
OCDE
01 Feb 2018
While policy debate is often focused on the whole teaching profession, primary and secondary teachers differ in more ways than one. While all countries require teachers to have at least a bachelor degree to enter the profession in primary or lower...
How do public and private schools differ in OECD countries?
OCDE
29 Jan 2024
Private schools cater for around 1 in 5 students from pre-primary to the end of secondary education, a share that has not changed materially since 2015. They enjoy greater autonomy, suffer fewer shortages of all kinds and handled the COVID-19...
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 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 does access to early childhood education services affect the participation of women in the labour market?
OCDE
08 Mar 2018
While the benefits of early childhood education and care (ECEC) services to better learning are now widely acknowledged, a widespread and accessible provision for these services also helps support gender equality in the workforce. In particular, the...
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...