Education at a Glance

Centre for Educational Research and Innovation

English
Frequency
Annual
ISSN: 
1999-1487 (online)
ISSN: 
1563-051X (print)
http://dx.doi.org/10.1787/19991487
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OECD's annual Education at a Glance looks at who participates in education, what is spent on it, how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students’ performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. This book includes StatLinks, urls linking to Excel® spreadsheets containing the background data.

Also available in French, German, Spanish
 
Education at a Glance 2002

Education at a Glance 2002

OECD Indicators You or your institution have access to this content

Centre for Educational Research and Innovation

English
Click to Access: 
    http://oecd.metastore.ingenta.com/content/9602031e.pdf
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  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-at-a-glance-2002_eag-2002-en
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Author(s):
OECD
29 Oct 2002
Pages:
384
ISBN:
9789264158436 (PDF) ;9789264198906(print)
http://dx.doi.org/10.1787/eag-2002-en

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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.

Also available in French, German, Japanese
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  • Introduction

    Education at a Glance – OECD Indicators 2002 provides a rich, comparable and up-to-date array of indicators that reflect a consensus among professionals on how to measure the current state of education internationally.They provide information on the human and financial resources invested in education, on how education and learning systems operate and evolve,and on the returns to educational investments. The indicators are organised thematically,and each is accompanied by background information.

  • The Output of Educational Institutions and the Impact of Learning

    This chapter examines the outcomes of education and learning, in terms of current output of educational institutions and educational attainment of the adult population: graduation rates in upper secondary and tertiary levels of education; the gender gap in educational attainment, and dropout and survival rates.

    It assesses the quality of learning outcomes (the reading, mathematical and scientific literacy of 15-year-old students, the civic knowledge and attitudes of 14-year-olds), and how this varies between schools and students: backgrounds, curricular differences, selection policies, etc.

    Other indicators examine equity in educational opportunities and outcomes, the relationship between educational attainment and labour force activity, and the returns to education for individuals and societies.

  • Financial and Human Resources Invested in Education

    This chapter considers the financial and human resources invested in education. It provides a comparative examination of spending patterns in OECD countries, and examines direct public and private expenditure on educational institutions in relation to the number of their full-time equivalent (FTE) students. It also reviews how OECD countries apportion per capita education expenditure between different levels of education.

    Other indicators examine the proportion of national resources that goes to educational institutions and the levels of education to which they go. They also show how the amount of educational spending relative to the size of national wealth and in absolute terms has evolved over time in OECD countries, and examine changes in public spending on education.

    Are then considered the ways in which education systems are financed, the sources of the funds, the different financing instruments, and how the money is invested and apportioned among different resource categories.

  • Access to Education, Participation and Progression

    This chapter looks at access, participation and progression in education, in terms of the expected duration of schooling, and of enrolment rates at different educational levels. It examines the differences in timing and participation rate in pre-school and after the end of compulsory education among OECD countries, as well as the various types of upper secondary programmes (general, pre-vocational or vocational).

    Other indicators examine the advantage that a more highly-educated population represents for societies at large, and the increasing need for lifelong acquisition of knowledge and skills, not only in education settings but also through family life, from experience with communities and in business. Evidence from the International Adult Literacy Survey (1994-1998) and national household surveys on adult education and training is included.

    Finally, the chapter looks at international student mobility, and at the costs and benefits to students and institutions in sending and host countries alike.

  • The Learning Environment and Organisation of Schools

    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.

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