To what level have adults studied?
Education is important for both the present, giving individuals the knowledge and skills to participate fully and effectively in society, and for the future, as it helps expand scientific and cultural knowledge. This spread shows the level to which adults have studied, a measure that is often used as a proxy to illustrate "human capital," or the skills available in a population and labour force.
How have education levels risen over time?
The previous spread looked at how education attainment levels differ between age groups, which provides a rough representation of the evolution of human capital in different countries. However, it is also possible to look at trends in attainment levels over time, which can provide a complementary picture. For example, because attainment levels are not evenly distributed within an age group, analysing trends will in some circumstances reveal a slightly different picture. Attainment levels have also risen as a result of the trend for people to go on to study in later life. Finally, in some countries immigration can have a big impact on attainment levels over time.
Who participates in education?
A well-educated population is essential to economic and social development, so societies have a real interest in ensuring that children and adults have access to a wide range of educational opportunities. This spread examines access to education, and its evolution, from 1995 to 2007. It looks mainly at when children begin their education and how long they remain in schooling. At the other end of the scale, it looks at the number of young people who continue studying once compulsory education has ended.
How many secondary students go on to tertiary education?
This indicator shows how many students finish secondary education and then make the transition into tertiary education. Completing upper secondary education does not in itself guarantee that students are adequately equipped with the basic skills and knowledge necessary to enter the labour market or tertiary studies. However, research has shown that young people in OECD countries who do not finish secondary education face severe difficulties when it comes to finding work.
How many young people graduate from tertiary education?
Tertiary education serves as an indicator of the rate at which countries produce advanced knowledge. Countries with high graduation rates at tertiary level are also those most likely to be developing or maintaining a highly skilled labour force. Graduation rates from tertiary education (the structure and scope of which varies widely between countries) are influenced both by the degree of access to tertiary programmes and by the demand for higher skills in the labour market.
Is education meeting the needs of the workforce?
A key issue for any education system is how well it supplies the labour market with the level and diversity of skills it requires. The match between educational attainment and occupations can thus be seen as a signal of demand for education. This spread looks at one aspect of this by examining trends in the proportions of tertiary graduates and non-graduates in skilled occupations in OECD countries over the period 1998 and 2006.
How successful are students in moving from education to work?
This spread looks at the number of years young people can expect to spend in education, employment and non-employment. All OECD countries are experiencing rapid social and economic changes that make the transition to working life more uncertain for younger individuals. As the economic crisis bites, long-term unemployment among young adults is likely to rise in most countries.
How many students study abroad?
This spread looks at the extent to which students are studying abroad. One way for students to expand their knowledge of other cultures and languages, and to better equip themselves in an increasingly globalized labour market, is to pursue their higher-level education in countries other than their own. Some countries, particularly in the European Union, have even established policies and schemes that promote such mobility to foster intercultural contacts and help build social networks.
Where do students go to study?
This indicator describes students’ preferred destinations and the subjects they study. As well as its social and educational impact, international study has a substantial economic impact. Some OECD countries already show signs of specialisation in education exports, and the internationalisation of education is likely to have a growing impact on countries’ balance of payments as a result of revenue from tuition fees and domestic consumption by international students. There are financial benefits, too, for educational institutions; international students can also help them to reach the critical mass needed to diversify the range of their educational programmes.
PISA: Who are the top performers?
The rapidly growing demand for highly skilled workers has led to a global competition for talent. High-level skills are critical for the creation of new knowledge, technologies and innovation and therefore an important determinant of economic growth and social development. Drawing on data from the OECD’s Programme for International Student Assessment (PISA), this spread looks at top-performing students in science.
PISA: What is the family background of top performers?
Results from all three rounds of PISA since 2001 show that socio-economic background and performance are closely related – in basic terms, students from wealthier families tend to do better. Similarly, coming from an immigrant background can have a significant impact on how well students perform. From an equity perspective it is important to understand the effect of these background characteristics on the proportion of top performers.
PISA: What are top performers' attitudes and motivations?
Students’ attitudes and motivations tend to be closely associated with how well they do. Fostering interest and motivation in science, as well as preparing and informing students about science-related careers, are thus important policy goals. This spread shows how top performers in science tend to be dedicated and engaged learners who aspire to a career in science and feel well informed about potential career opportunities in science.
Add to Marked List