Mark | Date Date | Title Title | |||
---|---|---|---|---|---|
No. 53 | 07 Jul 2017 |
How have teachers’ salaries evolved and how do they compare to those of tertiary-educated workers?
The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and... |
|||
No. 72 | 24 Jan 2020 |
How has private expenditure on tertiary education evolved over time and how does it affect participation in education?
On average in OECD countries, private sources account for a significant share of investment in tertiary educational institutions. Private expenditure on tertiary educational institutions increased faster than public expenditure between 2010 and 2016... |
|||
No. 80 | 07 Feb 2022 |
How has educational attainment influenced the labour market outcomes of native- and foreign-born adults?
The labour market outcomes for native- and foreign-born adults during the first year of the COVID-19 pandemic vary considerably across countries – with inequalities in employment even falling in some cases compared to 2017. In contrast with the 2008... |
|||
No. 62 | 12 Jul 2018 |
How does the earnings advantage of tertiary-educated workers evolve across generations?
The demand and supply of tertiary workers contribute to shaping their earnings advantage. The expansion of tertiary education has been accompanied by a decrease in the earnings advantage of tertiary-educated younger and older workers in many OECD and... |
|||
No. 69 | 03 May 2019 |
How does socio-economic status influence entry into tertiary education?
Across OECD countries, individuals without tertiary-educated parents tend to be considerably under-represented among entrants to tertiary education. However, inequalities tend to accumulate throughout an individual’s educational career. In... |
|||
No. 77 | 18 Jan 2021 |
How does earnings advantage from tertiary education vary by field of study?
A tertiary degree yields better earnings, especially in countries with a small share of tertiary-educated adults in the population. However, this earnings advantage varies significantly by field of study. In some countries, workers with a tertiary... |
|||
No. 59 | 08 Mar 2018 |
How does access to early childhood education services affect the participation of women in the labour market?
While the benefits of early childhood education and care (ECEC) services to better learning are now widely acknowledged, a widespread and accessible provision for these services also helps support gender equality in the workforce. In particular, the... |
|||
No. 71 | 13 Aug 2019 |
How do young people’s educational attainment and labour-market outcomes differ across regions?
Different regions often display large differences in educational attainment and employment outcomes, highlighting the importance of monitoring regional as well as national indicators and the need for government to develop tailored policy responses to... |
|||
No. 65 | 18 Dec 2018 |
How do the educational attainment and labour market outcomes of foreign-born adults compare to their native-born peers?
Adult migrants in all OECD countries are a diverse group, with different profiles and levels of education. Even if they hold tertiary degrees, they are more likely to have poorer labour market outcomes, including lower earnings. Participation in the... |
|||
No. 84 | 29 Jan 2024 |
How do public and private schools differ in OECD countries?
Private schools cater for around 1 in 5 students from pre-primary to the end of secondary education, a share that has not changed materially since 2015. They enjoy greater autonomy, suffer fewer shortages of all kinds and handled the COVID-19... |
|||
No. 58 | 01 Feb 2018 |
How do primary and secondary teachers compare?
While policy debate is often focused on the whole teaching profession, primary and secondary teachers differ in more ways than one. While all countries require teachers to have at least a bachelor degree to enter the profession in primary or lower... |
|||
No. 35 | 01 Oct 2015 |
How do differences in social and cultural background influence access to higher education and the completion of studies?
Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary... |
|||
No. 63 | 10 Oct 2018 |
How do admission systems affect enrolment in public tertiary education?
Both the admission process and criteria for admission affect tertiary enrolment. Centralised admission systems can make the admission process more efficient, but can limit the number of applications and offers made to applicants; minimum performance... |
|||
No. 64 | 23 Nov 2018 |
How decentralised are education systems, and what does it mean for schools?
School autonomy is popular but also complex and sometimes contentious. Many education systems have increased schools’ autonomy in the hope of achieving greater efficiency and closer adaptation to local needs. In some countries, however, increased... |
|||
No. 70 | 18 Jul 2019 |
How can the comparability of early childhood education and care statistics be improved?
The types of services available to children and their parents vary significantly across OECD countries. This makes international comparisons of ECEC more challenging. The revision of ISCED in 2011 was a significant first step towards better... |
|||
No. 76 | 27 Aug 2020 |
How are young graduates settling into the labour market?
The transition from tertiary education to work involves substantial uncertainty and changes between education programmes, jobs and industries. The current major disruption in the labour market is only going to increase this uncertainty, making it... |
|||
No. 82 | 13 Dec 2022 |
How are public primary schools funded?
Governments vary greatly in the way they decide the level of funding for public primary schools, although typically it involves using a combination of rule-based and discretionary criteria. They also tend to place restrictions on how funding is used... |
|||
No. 47 | 20 Dec 2016 |
How are health and life satisfaction related to education?
Since 2009, Education at a Glance (EAG) has included an indicator on education and social outcomes using data from different surveys. The OECD Programme for the International Assessment of Adult Competencies (PIAAC) develops and conducts the Survey... |
|||
No. 7 | 01 Sept 2012 |
How Well Are Countries Educating Young People to the Level Needed for a Job and a Living Wage?
An upper secondary qualification (ISCED 3) has become the norm for young people in OECD countries. Today it is considered the minimum qualification for successful participation in the labour market and for integration in society.In 2010, across OECD... |
|||
No. 4 | 01 Apr 2012 |
How Pronounced Is Income Inequality Around the World - And How Can Education Help Reduce It?
Over the past three decades, the income gap between the rich and the poor has widened across most OECD countries. As the global economic crisis and the changing needs of the worldwide labour market threaten to increase inequality further, how can... |
Education Indicators in Focus
English Also available in: French
- ISSN: 22267077 (online)
- https://doi.org/10.1787/22267077
41 - 60 of 85 results
How have teachers’ salaries evolved and how do they compare to those of tertiary-educated workers?
OECD
07 Jul 2017
The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and...
How has private expenditure on tertiary education evolved over time and how does it affect participation in education?
OECD
24 Jan 2020
On average in OECD countries, private sources account for a significant share of investment in tertiary educational institutions. Private expenditure on tertiary educational institutions increased faster than public expenditure between 2010 and 2016...
How has educational attainment influenced the labour market outcomes of native- and foreign-born adults?
OECD
07 Feb 2022
The labour market outcomes for native- and foreign-born adults during the first year of the COVID-19 pandemic vary considerably across countries – with inequalities in employment even falling in some cases compared to 2017. In contrast with the 2008...
How does the earnings advantage of tertiary-educated workers evolve across generations?
OECD
12 Jul 2018
The demand and supply of tertiary workers contribute to shaping their earnings advantage. The expansion of tertiary education has been accompanied by a decrease in the earnings advantage of tertiary-educated younger and older workers in many OECD and...
Across OECD countries, individuals without tertiary-educated parents tend to be considerably under-represented among entrants to tertiary education. However, inequalities tend to accumulate throughout an individual’s educational career. In...
A tertiary degree yields better earnings, especially in countries with a small share of tertiary-educated adults in the population. However, this earnings advantage varies significantly by field of study. In some countries, workers with a tertiary...
How does access to early childhood education services affect the participation of women in the labour market?
OECD
08 Mar 2018
While the benefits of early childhood education and care (ECEC) services to better learning are now widely acknowledged, a widespread and accessible provision for these services also helps support gender equality in the workforce. In particular, the...
How do young people’s educational attainment and labour-market outcomes differ across regions?
OECD
13 Aug 2019
Different regions often display large differences in educational attainment and employment outcomes, highlighting the importance of monitoring regional as well as national indicators and the need for government to develop tailored policy responses to...
How do the educational attainment and labour market outcomes of foreign-born adults compare to their native-born peers?
OECD
18 Dec 2018
Adult migrants in all OECD countries are a diverse group, with different profiles and levels of education. Even if they hold tertiary degrees, they are more likely to have poorer labour market outcomes, including lower earnings. Participation in the...
How do public and private schools differ in OECD countries?
OECD
29 Jan 2024
Private schools cater for around 1 in 5 students from pre-primary to the end of secondary education, a share that has not changed materially since 2015. They enjoy greater autonomy, suffer fewer shortages of all kinds and handled the COVID-19...
How do primary and secondary teachers compare?
OECD
01 Feb 2018
While policy debate is often focused on the whole teaching profession, primary and secondary teachers differ in more ways than one. While all countries require teachers to have at least a bachelor degree to enter the profession in primary or lower...
How do differences in social and cultural background influence access to higher education and the completion of studies?
OECD
01 Oct 2015
Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary...
Both the admission process and criteria for admission affect tertiary enrolment. Centralised admission systems can make the admission process more efficient, but can limit the number of applications and offers made to applicants; minimum performance...
School autonomy is popular but also complex and sometimes contentious. Many education systems have increased schools’ autonomy in the hope of achieving greater efficiency and closer adaptation to local needs. In some countries, however, increased...
How can the comparability of early childhood education and care statistics be improved?
OECD
18 Jul 2019
The types of services available to children and their parents vary significantly across OECD countries. This makes international comparisons of ECEC more challenging. The revision of ISCED in 2011 was a significant first step towards better...
How are young graduates settling into the labour market?
OECD
27 Aug 2020
The transition from tertiary education to work involves substantial uncertainty and changes between education programmes, jobs and industries. The current major disruption in the labour market is only going to increase this uncertainty, making it...
How are public primary schools funded?
OECD
13 Dec 2022
Governments vary greatly in the way they decide the level of funding for public primary schools, although typically it involves using a combination of rule-based and discretionary criteria. They also tend to place restrictions on how funding is used...
How are health and life satisfaction related to education?
OECD
20 Dec 2016
Since 2009, Education at a Glance (EAG) has included an indicator on education and social outcomes using data from different surveys. The OECD Programme for the International Assessment of Adult Competencies (PIAAC) develops and conducts the Survey...
How Well Are Countries Educating Young People to the Level Needed for a Job and a Living Wage?
OECD
01 Sept 2012
An upper secondary qualification (ISCED 3) has become the norm for young people in OECD countries. Today it is considered the minimum qualification for successful participation in the labour market and for integration in society.In 2010, across OECD...
How Pronounced Is Income Inequality Around the World - And How Can Education Help Reduce It?
OECD
01 Apr 2012
Over the past three decades, the income gap between the rich and the poor has widened across most OECD countries. As the global economic crisis and the changing needs of the worldwide labour market threaten to increase inequality further, how can...