Highlights from Education at a Glance

Centre pour la recherche et l'innovation dans l'enseignement

Anglais
Frequency :
Annuel
ISSN :
2076-264X (en ligne)
ISSN :
2076-2631 (imprimé)
DOI :
10.1787/2076264x
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Highlights from Education at a Glance offers a reader-friendly introduction to the OECD’s collection of internationally comparable data on education. As the name suggests, it is derived from Education at a Glance, the OECD’s flagship compendium of education statistics. However, it differs from that publication in a number of ways, most significantly in its structure, which is made up of five sections that explore the following topics: education levels and student numbers; the economic benefits of education; paying for education;  the school environment; and  TALIS,  OECD's internationally comparative data on conditions of teaching and learning.

In general, this publication uses the same terminology employed in Education at a Glance. However, in one or two places terminology has been simplified. Readers who wish to find out more should consult the Reader’s Guide. Tables and charts in this volume are all accompanied by a dynamic hyperlink, or StatLink, that will direct readers to an Internet site where the corresponding data are available in Excel® format.

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Education at a Glance 2014

Dernière édition

Education at a Glance 2014

Highlights You or your institution have access to this content

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Auteur(s):
OCDE
Date de publication :
09 sep 2014
Pages :
96
ISBN :
9789264218758 (HTML) ; 9789264227507 (EPUB) ; 9789264215023 (PDF) ; 9789264215016 (imprimé)
DOI :
10.1787/eag_highlights-2014-en

Cacher / Voir l'abstract

Education at a Glance 2014: Highlights summarises the OECD’s flagship compendium of education statistics, Education at a Glance. It provides easily accessible data on key topics in education today, including:
• Education levels and student numbers: How far have adults studied, and how does early childhood education affect student performance later on?
• Higher education and work: How many young people graduate from tertiary education, and how easily do they enter the world of work?
• Economic and social benefits of education: How does education affect people’s job prospects, and what is its impact on incomes?
• Paying for education: What share of public spending goes on education, and what is the role of private spending?
• The school environment: How many hours do teachers work, and how does class size vary?

Each indicator is presented on a two-page spread. The left-hand page explains the significance of the indicator, discusses the main findings, examines key trends and provides readers with a roadmap for finding out more in the OECD education databases and in other OECD education publications. The right-hand page contains clearly presented charts and tables, accompanied by dynamic hyperlinks (StatLinks) that direct readers to the corresponding data in Excel™ format.

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    Foreword

    Education at a Glance 2014: Highlights offers a reader-friendly introduction to the OECD’s collection of internationally comparable data on education.

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    Executive summary: The benefits of expanded access to education are not shared equitably

    Access to education continues to expand and the proportion of adults who are highly skilled in literacy, continues to grow; but socio-economic divisions are deepening, because the impact of education and skills on individuals’ life chances has strengthened considerably.

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    Reader's guide

    This section introduces some of the terminology used in this publication, and explains how readers can use the links provided to get further information.

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  • Ouvrir / Fermer Cacher / Voir les résumés Education levels and student numbers

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      To what level have adults studied?

      About 75% of adults on average in OECD countries have attained at least upper secondary education.

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      Who participates in education?

      Access to education for 5-14 year-olds is universal in all OECD and most partner countries with available data.

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      What is the role of early childhood education?

      Fifteen-year-olds who had at least one year of pre-primary education perform better at school.

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      How many young people finish secondary education?

      On average 84% of today’s young people in OECD countries are expected to complete upper secondary education over their lifetimes, based on current patterns of graduation. For G20 countries, the level is 80%.

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      Does parental education affect students' chances?

      About 40% of non-student adults have a higher level of educational attainment than their parents, on average.

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  • Ouvrir / Fermer Cacher / Voir les résumés Higher education and work

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      How many young people enter tertiary education?

      Some 58% of young adults in OECD countries are expected to enter university-level programmes over their lifetimes; however less than 3% are expected to enter advanced research programmes.

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      How many young people graduate from tertiary education?

      Some 39% of today’s young adults in OECD countries are expected to complete university level education over their lifetimes, based on current patterns of graduation.

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      How many students study abroad and where do they go?

      More than 4.5 million students are enrolled in university-level education outside their home country. Australia, Austria, Luxembourg, New Zealand, Switzerland and the United Kingdom have the highest proportion of international students as a percentage of their total tertiary enrolments.

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      How successful are students in moving from education to work?

      About 15% of people aged 15-29 are not employed nor in education and training (NEET) on average in OECD countries; women are more likely to be NEET than men.

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  • Ouvrir / Fermer Cacher / Voir les résumés The economic and social benefits of education

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      How does education affect employment rates?

      People with a tertiary education in OECD countries are more likely to have a job, and to be working full-time, than those without.

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      How much more do tertiary graduates earn?

      Earnings tend to rise in line with people’s level of education, in all OECD countries.

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      What are the incentives to invest in education?

      People invest about USD 50 000 to obtain a tertiary degree in OECD countries, but men can expect to earn USD 350 000 more in their lifetime than those with an upper secondary or post-secondary non-tertiary education, and women USD 250 000 more.

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      How are student performance and equity in education related?

      Boys outperform girls in mathematics in 37 of the 64 countries that participated in PISA 2012, and girls outperform boys in five countries.

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  • Ouvrir / Fermer Cacher / Voir les résumés Paying for education

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      How much is spent per student?

      In 2011, OECD countries on average spent USD 9 487 per student each year from primary through tertiary education: USD 8 296 per primary student, USD 9 280 per secondary student and USD 13 958 per tertiary student.

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      What share of national wealth is spent on education?

      OECD countries spend 6.1% of their GDP on educational institutions on average. Seven countries (Argentina, Denmark, -Iceland, Israel, Korea, New Zealand and Norway) spend more than 7%.

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      How much public and private investment in education is there?

      Public funding accounts for 84% of all funds for educational institutions, on average in OECD countries.

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      How do public and private schools differ?

      Only about 3% of all primary and secondary students attended independent private schools in 2012.

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      How much do tertiary students pay?

      Tuition fees vary widely in OECD countries. Universities charge more than USD 1 500 in tuition fees for national students enrolled in public institutions in their own country in a third of the 26 OECD countries with available data; while in eight countries they pay nothing.

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      What are education funds spent on?

      Current expenditure accounts for an average of 90% or more of total spending on education, all levels of education combined except pre-primary.

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  • Ouvrir / Fermer Cacher / Voir les résumés The school environment

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      How long do students spend in the classroom?

      Students in OECD countries receive an average of 7 475 hours of compulsory instruction during their primary and lower secondary education.

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      How many students are in each classroom?

      The average primary school class in OECD countries has 21 students, but classes are usually larger in partner countries.

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      How much are teachers paid?

      Salaries for teachers in OECD countries with at least 15 years of experience average USD 37 350 at the pre-primary level, USD 39 024 at the primary level, USD 40 570 at the lower secondary level and USD 42 861 at the upper secondary level.

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      How much time do teachers spend teaching?

      Public-school teachers teach an average of 1 001 hours per year at the pre-primary level, 782 hours at the primary level, 694 hours at the lower secondary level and 655 hours at the upper secondary level of education.

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      Who are the teachers?

      About 31% of primary teachers and 36% of secondary teachers were at least 50 years old in 2012, on average in OECD countries.

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  • Ouvrir / Fermer Cacher / Voir les résumés Special chapter: Skills for life

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      Why are adult skills important?

      About 87% of people with high levels of literacy have a job.

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      Why do we need computer skills?

      About a third of people in OECD countries have good computer skills.

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      Skills and education for society

      Highly literate tertiary graduates in OECD countries are more likely to believe they have a say in their government.

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      Why do we need creative problem-solving?

      Some 11.4% of 15-year-old students in OECD countries are top performers in problem-solving.

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      The importance of financial literacy

      Strong performance in mathematics and reading do not necessarily mean strong literacy skills.

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      Education and learning for adults

      More than 50% of adults participate in adult education in a given year, among countries with available data.

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    Statistical note

    Although a lack of data still limits the scope of the indicators in many countries, the coverage extends, in principle, to the entire national education system (within the national territory) regardless of the ownership or sponsorship of the institutions concerned and regardless of education delivery mechanisms. With one exception described below, all types of students and all age groups are meant to be included: children (including students with special needs), adults, nationals, foreigners, as well as students in open distance learning, in special education programmes or in educational programmes organised by ministries other than the Ministry of Education, provided the main aim of the programme is the educational development of the individual. However, vocational and technical training in the workplace, with the exception of combined school and work-based programmes that are explicitly deemed to be parts of the education system, is not included in the basic education expenditure and enrolment data.

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    Glossary

    Adult education: Adult education corresponds to formal and/or non-formal education and training. Formal education and training is defined as planned education provided in the system of schools, colleges, universities and other formal educational institutions, and which normally constitutes a continuous ladder of full-time education for children and young people. Non-formal education and training is defined as a sustained educational activity that does not correspond exactly to the above definition of formal education.

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    Further reading

    Launched in 1997 by the OECD, the Programme for International Student Assessment (PISA) is an international study which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date, students representing more than 70 countries and economies have participated in the assessment.

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