The 2002 edition of Education at a Glance -- OECD Indicators provides a rich, comparable and up-to-date array of indicators. The indicators represent the consensus of professional thinking on how to measure the current state of education internationally. They provide information on the output of educational institutions and the impact of learning, the policy levers that shape educational outcomes and how education systems operate and evolve, and the human and financial resources invested in education. The thematic organisation of the volume and the background information accompanying the tables and charts make this publication a valuable resource for anyone interested in analysing education systems across countries.
The focus of this year's edition of Education at a Glance is on the quality of learning outcomes and the policy levers that shape these outcomes. This includes a comparative picture of student performance in reading, mathematical and scientific literacy as well as of students’ civic engagement and attitudes. The picture is not limited to national performance levels, but also examines questions of equity in learning outcomes and opportunities as well as the broader private and social returns that accrue to investments in education. New information on student learning conditions, including the learning climate in the classroom and the use of information technology in education as well as on teacher working conditions provide a better understanding of key determinants of educational success.
Finally, for many indicators, a significantly larger number of OECD countries are now providing data. Through the World Education Indicators programme, a wide range of non-member countries have also contributed to this year’s edition of Education at a Glance, extending the coverage of some of the indicators to almost two-thirds of the world population.
- Publication Date :
- 29 Oct 2002
- DOI :
The Learning Environment and Organisation of Schools
- Pages :
- DOI :
Show Abstract /
This chapter looks at teaching and learning conditions in education systems. Five indicators analyse school conditions from the learners’ point of view: instruction time available for various study areas for students between 9 and 14 years of age; the variation in average class size, and the ratio of students to teaching staff across OECD countries; the availability of ICT in students’ homes and schools, and the use of technology in teaching and learning; the attitudes and experiences of young males and females in using information technology; those aspects of classroom climate that appear to favour learning of 15-year-olds.
The chapter concludes with a comparative review of teachers’ working conditions in termes of salary - starting, mid-career and maximum statutory salaries of teachers in public primary and secondary education, and incentive schemes and bonuses used in teacher rewards systems - and statutory teaching time, i.e., the time that full-time teachers are expected to spend teaching students.