Sélectionner | Date Date | Titre Titre | |||
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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. 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. 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... |
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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. 53 | 07 Jul 2017 |
How have teachers’ salaries evolved and how do they compare to those of tertiary-educated workers?
The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and... |
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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. 14 | 01 Jul 2013 |
How is International Student Mobility Shaping Up?
Between 2000 and 2011, the number of international students has more than doubled. Today, almost 4.5 million tertiary students are enrolled outside their country of citizenship. The largest numbers of international students are from China, India and... |
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No. 60 | 20 Apr 2018 |
How is depression related to education?
People with higher levels of education report less prevalence of depression in all OECD countries with data. A greater share of women than men report suffering from depression, but the share decreases more steeply for women than for men as... |
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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... |
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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... |
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No. 86 | 01 Aug 2024 |
How is the school year organised in OECD countries?
On average, primary school students in OECD countries receive 805 hours of instruction per year, and lower secondary students 916 hours, spread over 38 school weeks. However, these averages mask wide variations across countries. The total length of... |
|||
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... |
|||
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. 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... |
|||
No. 8 | 01 Oct 2012 |
Is Increasing Private Expenditure, Especially in Tertiary Education, Associated with Less Public Funding and Less Equitable Access?
Between 2000 and 2009, total expenditure on educational institutions as a percentage of GDP rose by 0.88 percentage point from 5.34% to 6.22%; the increase came from both public and private sources.In OECD countries, 16.0% of total educational... |
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No. 57 | 21 Dec 2017 |
Is labour market demand keeping pace with the rising educational attainment of the population?
Across OECD countries, more and more individuals have attained tertiary education and the share of those with less education has declined. Although there are more tertiary-educated individuals than ever before, they still achieve good labour market... |
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No. 26 | 01 Nov 2014 |
Learning Begets Learning
In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic. The more highly educated adults... |
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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... |
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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... |
- 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
41 - 60 of 86 results
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 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...
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...
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...
How have teachers’ salaries evolved and how do they compare to those of tertiary-educated workers?
OCDE
07 Jul 2017
The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and...
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...
How is International Student Mobility Shaping Up?
OCDE
01 Jul 2013
Between 2000 and 2011, the number of international students has more than doubled. Today, almost 4.5 million tertiary students are enrolled outside their country of citizenship. The largest numbers of international students are from China, India and...
How is depression related to education?
OCDE
20 Apr 2018
People with higher levels of education report less prevalence of depression in all OECD countries with data. A greater share of women than men report suffering from depression, but the share decreases more steeply for women than for men as...
How is learning time organised in primary and secondary education?
OCDE
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...
How is the global talent pool changing (2013, 2030)?
OCDE
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...
How is the school year organised in OECD countries?
OCDE
01 Aug 2024
On average, primary school students in OECD countries receive 805 hours of instruction per year, and lower secondary students 916 hours, spread over 38 school weeks. However, these averages mask wide variations across countries. The total length of...
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...
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...
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...
Is Increasing Private Expenditure, Especially in Tertiary Education, Associated with Less Public Funding and Less Equitable Access?
OCDE
01 Oct 2012
Between 2000 and 2009, total expenditure on educational institutions as a percentage of GDP rose by 0.88 percentage point from 5.34% to 6.22%; the increase came from both public and private sources.In OECD countries, 16.0% of total educational...
Is labour market demand keeping pace with the rising educational attainment of the population?
OCDE
21 Dec 2017
Across OECD countries, more and more individuals have attained tertiary education and the share of those with less education has declined. Although there are more tertiary-educated individuals than ever before, they still achieve good labour market...
Learning Begets Learning
OCDE
01 Nov 2014
In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic. The more highly educated adults...
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...
Teachers' ICT and problem-solving skills
OCDE
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
OCDE
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...