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- On average across 15 OECD countries, a 30-year-old male tertiary graduate can expect to live another 51 years, while a 30 year-old man who has not completed upper secondary education can expect to live an additional 43 years. A similar comparison between women in the two educational groups reveals less of a difference than that among men.
- In 27 OECD countries, on average, 80% of young tertiary graduates say they vote, while only 54% of young adults who have not completed upper secondary education do so. The difference in voting rates by level of education is much smaller among older age groups.
- Education can bring significant benefits to society, not only through higher employment opportunities and income but also via enhanced skills, improved social status and access to networks. By fully recognising the power of education, policy makers could better address diverse societal challenges.
- Schools are providing support for new teachers in the form of mentoring and induction programmes, but nearly one third of new teachers report a high level of need for professional development around student discipline and behaviour problems.
- Contrary to what is often reported, the schools in which new teachers teach are no different than those of their more experienced colleagues.
- According to the countries surveyed in the Teaching and Learning International Survey (TALIS), new teachers1 spend less time on teaching and learning and more time on classroom management and report lower levels of self-efficacy than experienced teachers.
Many OECD Member countries and a large number of the developing countries are suffering from extensive unemployment, both in short and long-term forms. Based on a five-part schema of labour market problems, this paper summarises and evaluates the effectiveness of labour market policies and programmes in the OECD countries and assesses the relevance of the experience to economies in transition, dynamic non-Member economies and developing countries in general. The overall conclusion is that such policies have not proven very effective in dealing with the most pressing problems in most types of economy (the dynamic non- Member economies being the main exception), that is, high and persistent unemployment, both short term and long term. Nevertheless, there are a variety of active labour market policies which are of help with some other types of problem. In general, the developing countries would be well advised not to invest too heavily in socalled passive measures; thus, a social ...
- Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems.
- The difference in performance between immigrant students and non-immigrant students of similar socio-economic status is smaller in school systems with large immigrant populations and where immigrant students are as diverse in socio-economic status as other students.
- The percentage of students who expect to complete university is highest in Korea (80%) and lowest in Latvia (25%).
- Many high-performing students do not expect to go to university, representing potentially lost talent to an economy and society while many low-performing students think they will make it to university, even if their current performance suggests they are not likely to succeed.
- Around one in four students expects to end his or her formal schooling at the upper secondary level and thus needs the skills to make a smooth transition into work and adulthood.
- Most students think that what they learned in school is useful for them or their future.
- Students’ attitudes towards school are associated with their reading skills.
- Students who report that the climate at their school is conducive to learning tend to have more positive attitudes towards school.
- Less than one in three teachers across countries participating in the Teaching and Learning International Survey (TALIS) 2013 believes that the teaching profession is valued by society.
- Nevertheless, the great majority of teachers in all surveyed countries are happy with their jobs.
- Challenging classrooms with large proportions of students with behavioural problems and the perception that appraisals and feedback are done simply as administrative tasks are among factors that tend to lower job satisfaction.
- Collaboration between teachers and positive teacher-student relationships, on the other hand, are among factors that can boost teacher job satisfaction.