Sélectionner | Date Date | Titre Titre | |||
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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... |
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No. 85 | 12 Mar 2024 |
What progress have countries made in closing gender gaps in education and beyond?
Despite numerous measures, gender stereotypes about abilities in mathematics and reading persist in schools, affecting both boys' and girls' schooling and educational choices. Inequalities also persist outside the classroom, where women, despite... |
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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. 83 | 27 Oct 2023 |
What do OECD data on teachers’ salaries tell us?
Teachers’ salaries are widely debated around the world, with divergent views among the actors of education. Salaries have risen very little over the last decade and have even fallen in real terms in almost half of OECD countries between 2015 and... |
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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. 81 | 25 Mar 2022 |
Why is the gender ratio of teachers imbalanced?
Women are strongly over-represented among primary and secondary teachers. This can be explained at least partly by gender stereotypes, but also by the attractiveness of the profession to working mothers and by differences in the relative wage levels... |
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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. 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... |
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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. 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... |
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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... |
|||
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... |
|||
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... |
|||
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... |
|||
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. 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. 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. 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. 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. 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,... |
- 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
1 - 20 of 86 results
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...
Despite numerous measures, gender stereotypes about abilities in mathematics and reading persist in schools, affecting both boys' and girls' schooling and educational choices. Inequalities also persist outside the classroom, where women, despite...
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...
What do OECD data on teachers’ salaries tell us?
OCDE
27 Oct 2023
Teachers’ salaries are widely debated around the world, with divergent views among the actors of education. Salaries have risen very little over the last decade and have even fallen in real terms in almost half of OECD countries between 2015 and...
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...
Why is the gender ratio of teachers imbalanced?
OCDE
25 Mar 2022
Women are strongly over-represented among primary and secondary teachers. This can be explained at least partly by gender stereotypes, but also by the attractiveness of the profession to working mothers and by differences in the relative wage levels...
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...
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...
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...
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...
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...
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 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...
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 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 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 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...
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...
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...
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,...