Education at a Glance 2022
OECD Indicators
Education at a Glance is the authoritative source for data on the state of education around the world. It provides information on the structure, finances and performance of education systems across OECD countries and partner economies. More than 100 charts and tables in this publication – as well as much more data available online – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.
The 2022 edition focuses on tertiary education, looking at the rise of tertiary attainment and the associated benefits for individuals and for societies. It also considers the costs of tertiary education and how spending on education is divided across levels of government and between the state and individuals. A specific chapter is dedicated to the COVID crisis and the shift from crisis management to recovery. Two new indicators on professional development for teachers and school heads and on the profile of academic staff complement this year's edition.
How do early childhood education systems differ around the world?
There is a growing consensus among OECD countries of the importance of high-quality early childhood education and care (ECEC). Research from a variety of contexts suggests that participation in high-quality ECEC is associated with positive outcomes in both the short and long term (OECD, 2021[9]). Certain ECEC programmes have been shown to help children develop their cognitive, social, and emotional skills. The progress that children make at a young age can have a lasting impact on their academic performance, well-being, and earnings in later life (García et al., 2020[10]; Heckman and Karapakula, 2021[11]). Identifying which aspects of ECEC services constitute high-quality provision is therefore of great policy interest. The quality of ECEC provision has often been considered in terms of the structure of services and of the processes at work within settings (Slot, 2018[12]). Structural characteristics cover the infrastructure and organisation of ECEC services, such as group sizes, funding arrangements, types of staff and workforce training. Meanwhile, process quality concerns the daily interactions that occur between children and their environment as part of their ECEC programme, including their relationships with their peers, staff, families, communities, and physical surroundings (Cadima et al., 2020[13]).
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