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Education Indicators Programme
2008 edition of Education a Glance
11
Organisation for Economic Co-operation and Development (OECD)
Education at a Glance 2008 Key results
Under embargo until 9 September 2008, 11:00 Paris time
22
EAG 2008: Three main findings r
2008 edition of Education a Glance Education Indicators Programme
A rising tide in the demand for high-level qualifications
8 million more students in tertiary systems than back in 1995 (share of age cohort moving into university level education rose from 37% to 57%) Strong labour-market incentives suggest further expansion – Large and often growing earnings and employment differentials – Growth in skilled jobs
r
Current approaches to the financing of higher education under pressure
r
In spite of recent and considerable increases in spending levels, expenditure in some countries could not keep up with rising demand, particularly in countries finding difficulties mobilising private resources
Spending patterns can be explained by policy choices
Link between spending levels and outcomes tenuous
OECD Education Indicators Programme
2008 edition of Education a Glance
33
A rising tide in the demand for high-level qualifications Changes in qualification levels (the past) Changes in graduation rates (the present) Changes in entry rates (best guess for the future)
A1.3a 1. Year of reference 2004. 2. Year of reference 2002. Slovenia
Austria
Portugal
Turkey
Chile 1
Mexico
Italy
21
Greece
30
Korea
Belgium
14
Luxembourg
12
Ireland
France
Slovak Republic
Czech Republic
1980's
Spain
Poland
EU19 average
9
Finland
15
Germany
1990's
OECD average
Japan
New Zealand
5
Switzerland
25
Hungary
2000's
United Kingdom
Sweden
Iceland
Australia
Russian Federation 2
2008 edition of Education a Glance %
Estonia
Canada
Denmark
Norway
Netherlands
Israel
United States
Education Indicators Programme
44 Approximated by the percentage of the population that has attained tertiary-type A education in the age groups 25-34 years, 35-44 years, 45-54 years and 55-64 years) (2006)
Growth in university-level qualifications
1970's
50
45
40
35
4
14
20
28
10
24
0
55
Science has benefited most from the expansion
Ratio of 25-to-34-year-olds with ISCED 5A and 30-to-39-year-olds with ISCED 6 levels of education to 55-to-64year-olds with ISCED 5A and 6 levels of education, by fields of education (2004)
Arts and humanities
Science
Engineering
All fields
12 11 10 9 8 7 6 5
Ratios larger than 1 mean that more graduates enter than exit the labour-market
4 3 2 1
1. Year of reference 2001. Only ISCED 5A of educational attainment. 2. Average of ratios, not as a whole as in EAG 2007.
Germany
Denmark
Sweden
Hungary
Netherlands
Finland
Austria
Norway
United Kingdom
Canada 1, 2
Luxembourg
OECD average
Italy
Belgium
Australia
Iceland
Mexico
France
Slovak Republic
A1.4
Ireland
Spain
0 Portugal
Education Indicators Programme
2008 edition of Education a Glance
Ratio
A3.6 1. Year of reference 2005. 2. Advanced research programmes refer to 2005. Hungary
Netherlands
Norway
Mexico
Turkey
Czech Republic
Belgium
Austria
Spain
Iceland
United States
Portugal
Italy 2
Males
Slovak Republic
Germany
Denmark
Total
Japan
EU19 average
OECD average
Number of graduates
2008 edition of Education a Glance
5000
Sweden
Switzerland
Poland
United Kingdom
New Zealand
Finland
Ireland
Australia
France1
Korea
Education Indicators Programme
66 Number of tertiary science graduates per 100 000 employed 25-to-34-year-olds (2006) Females
4500
4000
3500
3000
2500
2000
1500
1000
500
0
Trends in university-level graduation output
77
First-time graduation rate at the tertiary-type A level
% 70
2000
1995
60 50 40 30 20 10
A3.2
1. Net graduation rate is calculated by summing the graduation rates by single year of age in 2006. 2. Year of reference 2005. Countries are ranked in descending order of the graduation rates for tertiary-type A education in 2006. Source: OECD. Table A3.2. See Annex 3 for notes (www.oecd.org/edu/eag2008)
Turkey
Greece1
Slovenia
Germany1
Austria1
Czech Republic1
Switzerland1
Hungary
Spain
Portugal1
Slovak Republic1
Canada1,2
EU19 average
United States
Israel
OECD average
Japan
United Kingdom1
Ireland
Italy
Sweden1
Norway1
Netherlands1
Denmark1
Poland1
Finland1
New Zealand1
Australia1
0
Iceland1
Education Indicators Programme
2008 edition of Education a Glance
2006
1.
A3.1
Entry rate for tertiary type A programmes is calculated as gross entry rate in 2006. Turkey1
Greece
Slovenia
Germany
Austria
Czech Republic
Switzerland
Hungary1
Spain1
Portugal
Slovak Republic
Males
Canada2
EU9 average
United States1
Israel
OECD average
M+F
Japan1
United Kingdom
Ireland1
90
Italy1
100
Sweden
Norway
Netherlands
Denmark
Poland
Finland
New Zealand
Australia
2008 edition of Education a Glance %
Iceland
Education Indicators Programme
88 Tertiary-type A graduation rates by gender in 2006 (first time graduation)
Females
80
70
60
50
40
30
20
10
0
Contribution of international students to university graduate output
99
Tertiary-type A programmes, first degree Tertiary-type A programmes, second degree Advanced research programmes
%
60 50 40 30 20 10
A3.4
1. Year of reference 2005. 2. First degrees programmes include second degrees. 3. Proportion of foreign graduates in tertiary graduate output. These data are not comparable with data in international graduates and are therefore presented separately.
Turkey3
Slovak Republic3
Iceland3
Hungary3
Portugal3
Czech Republic3
Belgium3
Slovenia
Norway
Estonia
Japan
United States
Sweden
Finland2
Denmark
Canada1
Germany
Austria
Switzerland
United Kingdom
New Zealand
0
Australia
Education Indicators Programme
2008 edition of Education a Glance
Percentage of tertiary qualifications awarded to international students (2005)
Distribution of foreign students by country of destination
10 10
Education Indicators Programme
2008 edition of Education a Glance
Percentage of foreign tertiary students reported to the OECD who are enrolled in each country of destination (2006) Other OECD countries, 6.3% Netherlands, 1.2% Austria, 1.3%
Other partner countries, 10.7%
United States, 20.0%
Malaysia, Switzerland, 1.3% 1.4% Sweden , 1.4% Belgium, 1.6% Italy, 1.7%
United Kingdom, 11.3%
Spain, 1.7% South Africa, 1.8% New Zealand, 2.3% Russian Federation, 2.6%
Germany, 8.9%
Japan, 4.4% Canada, 5.1%
C3.2
Australia, 6.3%
France, 8.5%
C3.3 Iceland
Luxembourg
Slovak Republic
Mexico
Finland
Poland
Ireland
Norway
Hungary
Greece
Portugal
Turkey
2000
Denmark
Czech Republic
Korea
Netherlands
Austria
Switzerland
2008 edition of Education a Glance 25
Sweden
Belgium
Italy
Spain
New Zealand
Japan
Canada 1
Australia
France
Germany
United Kingdom
United States
Education Indicators Programme
11 11 Percentage of all foreign tertiary students enrolled by destination
Trends in international education market shares
Market share (%) 30
2006
20
15
10
5
0
12 12
Percentage of international students enrolled in tertiary education
% 20 18 16 14 12 10 8 6 4 2
C3.1
Note: The data on the mobility of international students presented are not comparable with data on foreign students in tertiary education (defined on the basis of citizenship) presented in pre-2006 editions of Education at a Glance . 1. Year of reference 2005.
Slovak Republic
Slovenia
Spain
Estonia
Norway
Hungary
Japan
United States
Finland
Netherlands
Denmark
Sweden
Czech Republic
Ireland
Belgium
Canada 1
Austria
Switzerland
United Kingdom
New Zealand
0
Australia
Education Indicators Programme
2008 edition of Education a Glance
International students who travelled to a different country for the purpose of tertiary study (2006)
1. Hungary
Norway
Slovak Republic
New Zealand
Sweden
Finland
Poland
Entry rate for tertiary type A programmes is calculated as gross entry rate in 2006. Turkey
Mexico
Belgium
Germany
Switzerland
Austria
Ireland
Estonia
Chile1
Spain
Japan
Slovenia
2000
Greece
Czech Republic
Portugal
Italy1
EU9 average
2006
OECD average
Israel
United Kingdom
Netherlands
Denmark
100
Korea
United States
Russian Federation1
A2.3 Iceland
2008 edition of Education a Glance %
Australia
Education Indicators Programme
13 13 Across OECD countries tertiary systems are now providing for around 8 million more students than back in 1995
Entry rates into tertiary-type A education 1995
90
80
70
60
50
40
30
20
10
0
A4.1 1. Response rate too low to ensure comparability. 2. Only full-time students. Japan
Denmark 2
Belgium (Fl.)
France
Russian Federation
Germany
Canada (Quebec)
Finland
Australia 1
Netherlands
Austria 1
2008 edition of Education a Glance 50
Switzerland 1
Slovak Republic
Iceland
Sweden
Portugal
Czech Republic 1
Norway
Slovenia
Poland
United Kingdom
Estonia
Mexico
Hungary
New Zealand
United States 2
Italy 1
Education Indicators Programme
14 14 Proportion of students who enter a tertiary programme but leave without at least a first tertiary degree (2005)
% 60
Without tertiary qualifications
OECD average
40
30
20
10
0
Entry rates at tertiary education compared to population leaving without completing tertiary education (2005)
Education Indicators Programme
Entry rate
2008 edition of Education a Glance
15 15
90 Sweden
80
Finland
70 60
Denmark
50
Iceland Norway Russian Federation Slovak Republic Netherlands
Belgium
30
Hungary
Estonia
United States
United Kingdom
Japan
40
New Zealand
Poland
Germany
Slovenia Mexico
20 10 0 0
10
20
30
40
50
60
Population leaving without tertiary education
OECD Education Indicators Programme
2008 edition of Education a Glance
16 16
So what? Has the increasing supply of well-educated labour been matched by the creation of high-paying jobs? Will one day everyone have a university degree but work for the minimum wage?
Proportion of the population in skilled jobs and proportion with tertiary qualifications (2006) Skilled jobs (ISCO 1-3)
Tertiary attainment (5B, 5A/6)
In OECD countries, the proportion of skilled jobs in the economy is generally larger than the potential supply of tertiary educated individuals. For countries in which work-based learning is central to occupational advancement, this difference is large. In a few countries, tertiary attainment matches or marginally exceeds the proportion of skilled jobs, so that further expansion of higher education will to some extent depend on the growth of skilled jobs in the coming years.
60 50 40 30 20 10
A1.1
Note : For the United States, ISCO groupings 3 and 9 are not separated and thus distributed among remaining ISCO categories.
Turkey
Portugal
Spain
Poland
Hungary
Slovak Republic
United States
Austria
Czech Republic
Ireland
Italy
Slovenia
France
Germany
United Kingdom
Denmark
Sweden
Canada
Belgium
Luxembourg
Iceland
Norway
Finland
Israel
Switzerland
Australia
0 Netherlands
Education Indicators Programme
2008 edition of Education a Glance
17 17
Changes in skilled jobs and tertiary attainment between 1998-2006 Change in tertiary attainment (ISCED 5/6) in the 25-to-64-year-old population between 1998 and 2006 Change in skilled occupations (ISCO 1-3) in the 25-to-64-year-old population between 1998 and 2006 Difference between skilled jobs and tertiary educated in the 25-to-64-year-old population (2006) 30
For countries with large differences in skilled jobs and tertiary attainment levels, the fundamental question is whether higher growth in skilled occupations could be achieved if more individuals with tertiary education were available to the labour market or whether labour market experience and adult learning is sufficient to provide the necessary skills.
25 20 15 10 5 0
A1.6
1. Change in survey methodology between 1998 and 2006 influences the comparability. 2. The year of reference is 1999, not 1998. 3. ISCO groupings 3 and 9 are not separated and thus distributed among remaining ISCO categories.
Canada
United States3
Israel
Spain
Ireland
Denmark
Finland
United Kingdom1
Portugal
Belgium
Norway
Sweden
Turkey
France
Poland
Iceland
Australia
Hungary
Switzerland
Germany2
Slovenia
Netherlands
Slovak Republic
Austria
Luxembourg
Czech Republic
-5 Italy1
Education Indicators Programme
2008 edition of Education a Glance
18 18
19 19
Relative earnings from employment for females
By level of educational attainment and gender for 25-to-64-year-olds (upper secondary and post-secondary non-tertiary education=100) (latest available year) Below upper secondary education
Tertiary-type B education
Tertiary-type A and advanced research programmes
260 220 200 180 160 140 120 100 80 60
A9.2a
1. Year of reference 2002. 2. Year of reference 2003.
3. Year of reference 2004. 4. Year of reference 2005.
Denmark (4)
Sweden (4)
Norway (4)
Italy (3)
New Zealand
Luxembourg (1)
Belgium (4)
Spain (3)
Australia (4)
France
Turkey (4)
Finland (3)
Austria
Israel
Switzerland
Czech Republic
Germany
Poland
Portugal (4)
Canada (4)
United States
Ireland (3)
Hungary
40 United Kingdom
% of index
240
Korea (2)
Education Indicators Programme
2008 edition of Education a Glance
Females
Relative earnings from employment for males
20 20
By level of educational attainment and gender for 25-to-64-year-olds (upper secondary and post-secondary non-tertiary education= 100) latest available year Tertiary-type B education
Tertiary-type A and advanced research programmes
Males with a degree from a tertiary-type A or advanced research programme have a substantial earnings premium in the Czech Republic, Hungary and Poland that is close to 100%.
260 240 220 200 180 160 140 120 100 80 60
A9.2b
1. Year of reference 2002. 2. Year of reference 2003.
3. Year of reference 2004. 4. Year of reference 2005.
New Zealand
Norway (4)
Korea (2)
Denmark (4)
Australia (4)
Spain (3)
Sweden (4)
Switzerland
Belgium (4)
United Kingdom
Turkey (4)
Canada (4)
Luxembourg (1)
Germany
France
Finland (3)
Austria
Portugal (4)
Israel
Italy (3)
Ireland (3)
United States
Czech Republic
40 Poland
% of index
Below upper secondary education
Hungary
Education Indicators Programme
2008 edition of Education a Glance
Males
21 21
Private internal rates of return for an individual obtaining a university-level degree, ISCED 5/6 (2004)
Education Indicators Programme
2008 edition of Education a Glance
30
25
20
15
10
5
0 M
F
CZE
A10.1b
M
F
POR
M
F
POL
M
F
HUN
M
F
UKM
M
F
BEL
M
F
USA
M
F
FIN
M
F
CHE
M
F
IRL
M
F
CAN
M
F
KOR
M
F
NZL
M
F
FRA
M
F
DEU
M
F
NOR
M
F
ESP
M
F
SWE
M
F
DEN
22 22
Components of the internal rate of return for a male obtaining . tertiary education, ISCED 5/6 (2004)
Education Indicators Programme
2008 edition of Education a Glance
Direct cost Unemployment effect Composite Impact
Foregone earnings Income tax effect
Gross earnings benefits Social contribution effect
Cost components
Benefits components
Czech Republic 29.1% Portugal 23.9% Poland 22.8% Hungary 19.8% United Kingdom 14.3% Belgium 11.3%
The data show no relationship between tuition levels and the rate of return
United States 11% Finland 10.7% Switzerland 10.3% Ireland 10.2% Canada 9.4% Korea 9% New Zealand 8.6% France 8.4% Germany 8% Spain 7.6% Norway 7.4% Sweden 5.1% Denmark 4.4%
A10.2
% 50
40
30
20
10
0
10
20
30
40
50
Cumulated streams of assumed costs and benefits 23 23 The IRR is the discount rate at which the Net Present Value=0. Given a stream of assumed costs and benefits over 25-to-64-years-old, the IRR represents the rate of return on investment expressed as an interest rate.
Education Indicators Programme
2008 edition of Education a Glance
Direct cost Income tax effect
Foregone earnings Social contribution effect
Cost components
Gross earnings benefits Composite Impact
Unemployment effect
Benefits components
Czech Republic 29.1% Portugal 23.9% Poland 22.8% Hungary 19.8% United Kingdom 14.3% Belgium 11.3% United States 11% Finland 10.7% Switzerland 10.3% Ireland 10.2% Canada 9.4% Korea 9% New Zealand 8.6% France 8.4% Germany 8% Spain 7.6% Norway 7.4% Sweden 5.1% Denmark 4.4% (600)
(400)
(200)
0
200
400
600
800
1,000
1,200
1,400
Thousands
Note: Those amounts (in USD equivalents) are not discounted by the IRR and then differ from the amounts upon which Chart A10.2 is based. Chart A10.2 gives a more accurate picture of the components weight.
Education Indicators Programme
2008 edition of Education a Glance
24 24
The effects of tertiary expansion: A high calibre workforce or the overqualified crowding out the lesser qualified?
Lower secondary “Middle group” unemployment rate as a ratio of upper secondary unemployment rate “Bottom group” The eight countries
The nine countries with no or very with modest Top group Middle group Bottom group In those countries that did not expand tertiary education (the bottom modest increases in tertiary 1.9 increases in group), failure to complete upper secondary education is now associated education (0.1% on average) tertiary education with an 80% greater probability of being unemployed, compared to less (2.4% on 1.8average) (UK) than 50% in the top group. 1.7
1.6
1.5
1.4
“Top group” 1.3
The nine countries that expanded 1995 1998 1999 2000 tertiary education fastest in the 1990s (5.9% on average)
A1.4 2007
2001
2002
2004
Difference between unemployment rates of females and males, by level of education attainment (2006) Gender differences in
25 25
Percentage
unemployment are much smaller for those with Upper secondary and post-secondary non tertiary educationhigher qualifications
points
Tertiary education
2008 edition of Education a Glance
Below upper secondary education
10 8
Unemployment rate higher for females
6 4
0 -2 -4 -6
Unemployment rate higher for males
-8
A8.3
Spain
Greece
Italy
Poland
Luxembourg
Belgium
Portugal
Switzerland
Israel
Finland
France
Netherlands
Sweden
Denmark
United States
Estonia
Canada
Slovenia
New Zealand
Mexico
Ireland
Norway
Hungary
Australia
Austria
United Kingdom
Czech Republic
Korea
Turkey
Germany
Slovak Republic
-10 Japan
Education Indicators Programme
2
26 26
Expected years in education and not in education for 15-to-29-year-olds (2006) Not in education, not in the labour force
Not in education, unemployed
Not in education, employed
In education, employed (including work/study)
Years 14
12 10 8 6 4 2
EU19 average
OECD28 average
Turkey 3
Mexico 2
Ireland
Spain
Japan 1
New Zealand
Portugal
United Kingdom
Israel
Slovak Republic
Greece
Czech Republic
Italy
Austria
Belgium
Canada
United States
1. Data refer to 15-to-24-year-olds. 2. Year of reference 2004. 3. Year of reference 2005.
Switzerland
Australia
Norway
Hungary
Luxembourg
Estonia
France
Sweden
Germany
Poland
Finland
Netherlands
C4.2
Slovenia
Denmark
0 Iceland
Education Indicators Programme
2008 edition of Education a Glance
In education, not employed
OECD Education Indicators Programme
2008 edition of Education a Glance
27 27
Current approaches to the financing of higher education under pressure *
B2.1 1. Year of reference 2004 instead of 2005. 2. Expenditure from public sources only (for Switzerland, in tertiary education only). 3. Year of reference 2006 instead of 2005.
0
Russian…
Greece
Brazil2
Slovak Republic
Ireland
Spain
Czech Republic
Italy
Japan
Estonia
Netherlands
Germany
Austria
2000
Hungary
Chile3
Norway2
Portugal
Australia
2005
Poland
Finland
France
Belgium
Switzerland2
2008 edition of Education a Glance % of GDP 9
Slovenia
Canada1
United Kingdom
Sweden
Mexico
New Zealand
United States
Korea
Denmark
Iceland
Israel
Education Indicators Programme
28 28 Expenditure on educational institutions as a percentage of GDP for all levels of education OECD total
8
7
6
5
4
3
2
1
Mexico
Portugal
Germany
Netherlands
Ireland
Iceland
France
Poland
Belgium
Austria
Norway
Greece
Switzerland
Denmark
EU19 average
OECD average
United States
Japan
Korea
Italy
Slovak Republic
Spain
Australia
Czech Republic
Hungary
Private
New Zealand
2008 edition of Education a Glance
% of GDP
United Kingdom
B2.4 Canada
Finland
Education Indicators Programme
29 29 Expenditure on tertiary educational institutions as a percentage of GDP (2005)
Who pays for high-level qualifications Public
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
30 30
Expenditure on educational core services, R&D and ancillary services in tertiary educational institutions as a percentage of GDP (2005)
% of GDP
Total expenditure on educational institutions Research & development (R&D) Ancillary services (transport, meals, housing provided by institutions) Educational core services
2.5
2.0
1.5
1.0
0.5
Some levels of education are included with others. Total expenditure at tertiary level including R&D expenditure Year of reference 2005. Total expenditure at tertiary level excluding R&D expenditure
Chile 3, Denmark1, Japan1, Iceland1, Russian Federation
B6.2
1. 2. 3. 4.
4 3 3 3 3
0.0
United States Canada1, 2 Korea Israel Finland Sweden Australia Poland New Zealand Greece Switzerland Portugal United Kingdom France Mexico Slovenia Norway Austria Netherlands Belgium Ireland Estonia Spain Hungary Germany Czech Republic Italy Slovak Republic1 Brazil1
Education Indicators Programme
2008 edition of Education a Glance
3.0
31 31
Changes in student numbers and expenditure for tertiary education
Index of change between 2000 and 2005 (2000=100, 2005 constant prices) Change in expenditure Change in expenditure per student
B1.7b
Greece
Austria
Portugal 2
United Kingdom
Spain
Korea
Iceland
Denmark3
Mexico
Australia
Czech Republic
Finland
Slovak Republic3
Japan3
Switzerland1,2
United States
Norway1
France
Italy 2
Germany
Estonia 1
Belgium
Sweden
Netherlands
Israel
Ireland
Brazil1,2,3
Hungary2
1. Public institutions only. 2. Public expenditure only. 3. Some levels of education are included with others.
Poland 2
236
220 210 200 190 180 170 160 150 140 130 120 110 100 90 80 70
Chile
Index of change (2000=100)
Education Indicators Programme
2008 edition of Education a Glance
Change in the number of students (in full-time equivalents)
Share of private expenditure on tertiary institutions
32 32
2000
%
2008 edition of Education a Glance
90
2005
In 2005, the share of public funding at the tertiary level represented 73% on average in OECD countries. On average among the 18 OECD countries for which trend data are available, the share of public funding in tertiary institutions decreased slightly from 79% in 1995 to 77% in 2000 and to 73% in 2005.
80 70 60 50 40
20 10
B3.3c
1. Year of reference 2006 instead of 2005. 2. Some levels of education are included with others. 3. Year of reference 2004 instead of 2005.
Finland
Sweden
Belgium
Greece
Ireland
Portugal
Denmark2
Austria
Netherlands
Hungary
Iceland2
France
Poland
Italy
Spain
Czech Republic
Slovak Republic2
Germany
Mexico
United Kingdom
Israel
Canada2, 3
Australia
Japan2
United States
Korea
0 Chile1
Education Indicators Programme
30
33 33
Average annual tuition fees
In eight OECD countries, public institutions charge no
charged by tertiary-type A public institutions for full-time national fees, but in one-third of countries public institutions students, in US Dollars using (school students year 2004/2005) charge converted annual tuition feesPPPs for national in excess USD
2008 edition of Education a Glance
5000
of USD 1 500. Among the EU19 countries, only the Netherlands and the United Kingdom have annual tuition United States (64%) fees that representChile more (48%)than USED 1000 per full-time student; these relate to government-dependent institutions.
4000 Australia (82%), Japan (44%), Korea (51%) Canada (m)
Education Indicators Programme
3000
Israel1 (55%) New Zealand (79%)
2000 United Kingdom1 (51%) Netherlands1 (59%)
1000 500
B5.1
0
This chart does not take into account grants, subsidies or loans that partially or fully offset the students’ tuition fees
Italy (56%) Austria (37%), Spain (43%), Belgium (Fr. and Fl.) (33%) Turkey (27%), France (m) Czech Republic (41%), Denmark (57%), Finland (73%), Ireland (45%), Iceland (74%), Norway (76%), Poland (76%), Sweden (76%)
1. Public institutions do not exist at this level of education and most of the students are enrolled in government dependent institutions.
Public subsidies for education in tertiary OECD countries spend, on average, 18% of their public education (2005)on subsidies to households budgets for tertiary education
34 34
partner country Chile, public subsidies account for 27% or Student loans more of public spending on tertiary education. Only Greece, Scholarships/ other grants to households OECD average Korea and Poland spend less than 5% of total public spending on tertiary education on subsidies. Transfers and payments to other private entities
45 40 35 30 25 20 15 10 5
Iceland
Japan
Greece
Poland
Korea
Mexico
Switzerland
Czech Republic
United Kingdom
Brazil
France
Spain
Portugal
Israel
Sweden
Norway
New Zealand
Netherlands
Slovak Republic
Canada
Germany
Australia
Ireland
Belgium
Estonia
Hungary
Italy
Finland
Chile
Austria
United States
B5.2
Slovenia
0 Denmark
% of total public expenditure on education
Education Indicators Programme
2008 edition of Education a Glance
Public subsidies for and education households andInother private entities the as a other to private entities. Australia, Denmark, Netherlands, New Zealand, Norway and Sweden and the percentage of total public expenditure on education, by type of subsidy
35 35
Relationships between average tuition fees and proportion of students who benefit from public loans and/or scholarships/grants 6000
Group 2:
Group 3:
Potentially high financial barriers for entry to tertiary-type A education, but also large public subsidies to students.
Extensive and broadly uniform cost 5000 sharing across students, student support systems somewhat less developed . 4000 Average tuition fees charged by public institutions in USD
Education Indicators Programme
2008 edition of Education a Glance
Tertiary-type A, public institutions, academic year 2004/05, national full-time students
3000 Group
Group 1:
4:
No (or low) financial barriers for tertiary studies due to tuition fees and still a high level of student aid.
Italy
1000
Belgium (Fr.)
Austria
0 0
Australia
Japan
Relatively low financial barriers to entry to tertiary education and relatively low subsidies 2000
B5.3
United States
25
Spain Poland France2 50
Netherlands1
Sweden and Norway Czech Republic
75 Finland and Iceland
Turkey
Denmark
% of students that benefit from public loans and/or sholarships/grants
100
OECD Education Indicators Programme 2008 edition of Education a Glance
36 36
School education
2008 edition of Education a Glance % 80
A1.1a United States Czech Republic Estonia Switzerland Germany Canada Denmark Norway Sweden Russian Federation 2 Austria Slovenia Slovak Republic Israel Hungary Finland United Kingdom Netherlands New Zealand EU19 average OECD average Luxembourg Australia France Iceland Belgium Poland Ireland Korea Greece Italy Chile 1 Spain Mexico Turkey Portugal Brazil 1
Education Indicators Programme
37 37 Growth in baseline qualifications
Approximated by percentage of persons with upper secondary or equivalent qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years
100
2000's
70
1
1. Year of reference 2004 2. Year of reference 2002.
1990's
90
13
1980's 1970's 1
10
21
60
50
40
30
20
10 23
0
A2.1 1. Year of reference 2005. Mexico
Turkey
Chile
Luxembourg
Spain
New Zealand
Estonia
Sweden
United States
Poland
Canada1
Slovak Republic
OECD average
Italy
2006
EU19 average
Denmark
Ireland
United Kingdom
Switzerland
2008 edition of Education a Glance
%
Czech Republic
Israel
Iceland
Norway
Japan
Korea
Finland
Slovenia
Greece
Germany
Education Indicators Programme
38 38 Percentage of graduates to the population at the typical age of graduation (unduplicated count)
Upper secondary graduation rates 1995
100
90
80
70
60
50
40
30
20
10
0
Access to tertiary-type A education for upper secondary graduates (2006)
39 39
Entry rates into tertiary-type A education
120
100
80
60
40
20
1. Entry-rate for tertiary-type A programmes is calculated as gross entry rate. 2. Includes ISCED 4A programmes ( Berufsbildende Höhere Schulen).
Switzerland
Slovenia
Mexico
Germany
Austria2
Spain
Turkey
Denmark
Norway
Portugal
Czech Republic
OECD average
Netherlands
Belgium
EU19 average
Iceland
Greece
Korea
Australia
Japan
Hungary
Chile1
Slovak Republic
Sweden
Estonia
Italy1
Poland
Ireland
Russian Federation1
A2.2
Israel
0 Finland
Education Indicators Programme
2008 edition of Education a Glance
%
Graduation rates from programmes designed to prepare students for tertiary-type A education
Cumulative expenditure on educational institutions per student over primary and secondary studies (2005)
40 40
Primary education
Lower secondary
Upper secondary education
All secondary education
250000
200000
150000
OECD average (primary and secondary)
100000
50000
0
Luxembourg1 Switzerland1 Norway Iceland United States Denmark Austria Italy 1 Sweden Australia France Slovenia1 Germany Japan Ireland Belgium United Kingdom Greece Finland Spain Netherlands New Zealand Korea Portugal1 Israel Czech Republic Hungary1 Estonia1 Poland1 Slovak Republic Mexico Chile Brazil1
In equivalent USD using PPPs
Education Indicators Programme
2008 edition of Education a Glance
Annual expenditure on educational institutions per student multiplied by the theoretical duration of studies, in equivalent USD converted using PPPs
B1.4
1. Public institutions only.
Changes in student numbers and expenditure
41 41
Primary, secondary and post-secondary non-tertiary education Change in expenditure Change in the number of students (in full-time equivalents) Change in expenditure per student
180 170 160 150 140 130 120 110 100 90
Hungary2
Estonia 1
Korea
Ireland
Slovak Republic3
Czech Republic
Brazil1,2,3
Iceland
Greece 3
Poland 2
Mexico
Finland
United Kingdom
1. Public expenditure only. 2. Public institutions only. 3. Some levels of education are included with others.
Netherlands
Canada 3
Spain
Portugal 2
Sweden
Japan3
Denmark3
Australia
Switzerland1,2
Norway1
Israel
Italy 2
Austria
France
Germany
United States
B1.7a
Chile
80
Belgium
Index of change (2000=100)
Education Indicators Programme
2008 edition of Education a Glance
Index of change between 2000 and 2005 (2000=100, 2005 constant prices)
Teacher compensation cost per student varies from 3.9% of GDP per capita in the Slovak Republic (less than half the OECD average rate of 10.9%) to over five times that rate in Portugal (20.9%, nearly twice the OECD average). Four factors influence these trends – salary level, instruction time for students, teaching time of teachers and average class size – so that a given level of compensation cost per student as a percentage of GDP per capita per student can result from quite different combinations of the four factors.
42 42
Contribution of various factors to upper secondary teacher compensation costs
2008 edition of Education a Glance
Salary as % of GDP/capita
Instruction time
(2004)
1/teaching time
1/class size
Difference with OECD average
Percentage points 15
10
0
-5
Slovak Republic
Poland
United States
Sweden
Finland
Mexico
Ireland
Iceland
Norway
Hungary
Czech Republic
Austria
Italy
Denmark
Netherlands
France
New Zealand
Australia
Japan
Greece
Germany
Luxembourg
Korea
Belgium
Turkey
Switzerland
United Kingdom
B7.1
Spain
-10 Portugal
Education Indicators Programme
5
43 43
Expenditure on educational institutions per student at various levels of education for all services relative to primary education (2005) Primary education = 100
2008 edition of Education a Glance
450
Education Indicators Programme
Index
150
Pre-primary education
Secondary education
Tertiary education
400 350 300 250 200
100 50
B1.3
Note: A ratio of 300 for tertiary education means that the expenditure on educational institutions per tertiary student is three times the expenditure on educational institutions per primary student. A ratio of 50 for pre-primary education means that expenditure on educational institutions per pre-primary student is half the expenditure on educational institutions per primary student. 1. Public institutions only. 2. Some levels of education are included with others..
Luxembourg 1, 2
Iceland
Estonia
Italy 1
Greece 1, 2
Hungary 1
Korea
Poland 1
Norway
Denmark
Austria
Belgium
Portugal 1
Ireland
Japan
Spain
France
Slovak Republic 2
Sweden
United Kingdom
New Zealand
Finland
Netherlands
Israel
Czech Republic
Australia
Germany
Switzerland 1
United States
Mexico
Chile
Brazil 1
0
44 44
Total number of intended instruction hours in public institutions between the ages of 7 and 14 (2006)
Education Indicators Programme
2008 edition of Education a Glance
Ages 7-8
Ages 12-14
Students in OECD countries are expected to receive, on average, 6 907 hours of instruction between the ages of 7 and 14, of which 1 591 between ages 7 and 8, 2 518 between ages 9 and 11, and 2 798 between ages 12 and 14. The large majority of intended hours of instruction are compulsory.
Estonia Finland Slovenia Norway Sweden Korea Germany Hungary Czech Republic Japan Denmark Iceland Luxembourg Austria Spain Turkey Belgium (Fl.) Portugal Greece England Ireland Israel Mexico France Belgium (Fr.) New Zealand Australia Netherlands Italy Chile
D1.1
Ages 9-11
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
Total number of intended instruction time in hours
Ireland1
Brazil
Turkey
Israel
Luxembourg
Slovenia
Iceland
Italy
Greece
Portugal
Estonia
Switzerland
Denmark
Austria
Slovak Republic
Mexico
Hungary
Poland
Czech Republic
Belgium (Fr.)
2006
Russian Federation
1. Public institutions only 2. Years of reference 2001 and 2006. Spain
2008 edition of Education a Glance Number of students per class
Germany2
Netherlands
France
United States
Australia
United Kingdom
D2.1 Japan
Chile
Korea
Education Indicators Programme
45 45 Average class size in primary education 2000
40
35
30
25
20
15
10
5
0
D2.2 Switzerland
Iceland
Luxembourg
Ireland1
Denmark
Slovenia
Italy
Hungary
Greece
United Kingdom
Portugal
Slovak Republic
Estonia
Czech Republic
Austria
Australia
France
Turkey
2008 edition of Education a Glance
Primary education
Russian Federation
11. Public institutions only United States
Spain
Poland
Germany
Mexico
Chile
Brazil
Israel
Japan
Korea
Education Indicators Programme
46 46 Average class size (2006) Lower secondary education
Number of students
per classroom
40
35
30
25
20
15
10
5
0
47 47
Teachers’ salaries (minimum, after 15 years experience, and maximum) in lower secondary education (2006)
Salary after 15 years of experience/ minimum training Starting salary/ minimum training
Equivalent USD converted using PPPs
Salary at the top of scale/ minimum training
The annual statutory salaries of lower secondary teachers with 15 year experience range from less than USD 15 000 in Hungary and the partner countries Chile and Estonia, to over USD 51 000 in Germany, Korea and Switzerland and exceed USD 90 000 in Luxembourg.
140000 120000
80000 60000 40000 20000
Estonia
Chile
Hungary
Israel
Mexico
Iceland
Slovenia
Sweden
Italy
Greece
Portugal
France
Norway
New Zealand
Finland
Belgium (Fr.)
Austria
Denmark
Belgium (Fl.)
United States
England
Spain
Australia
Netherlands
Ireland
Japan
Germany
Korea
Czech Republic
D3.2
Switzerland
0
Luxembourg
Education Indicators Programme
100000
Scotland
2008 edition of Education a Glance
Annual statutory teachers’ salaries in public institutions in lower secondary education, in equivalent USD converted using PPPs, and the ratio of salary of 15 years of experience to GDP per capita
Changes in teachers’ salaries in lower secondary education, by point in the salary scale (1996,2006)
48 48
Index of change between 1996 and 2006 (1996=100, 2006 price levels using GDP deflators)
Salary after 15 years of experience/ minimum training
Salary at top of scale/minimum training Index of change 250
200
150
100
50
D3.3
1. The data for Belgium in 1996 are based on Belgium as a whole.
Belgium (Fr.)1
New Zealand
Netherlands
Portugal
Belgium (Fl.)1
Norway
Ireland
Japan
Italy
Greece
Scotland
Denmark
England
Australia
Finland
Mexico
Estonia
0 Hungary
Education Indicators Programme
2008 edition of Education a Glance
Starting salary/minimum training
49 49
Number of teaching hours per year, by level of education (2006)
2008 edition of Education a Glance
Net contact time in hours per year in public institutions Lower secondary education Upper secondary education, general programmes Primary education
A primary school teacher teaches an average of 812 hours per year. Lower secondary education teachers teach an average of 717 hours per year. A teacher of upper secondary general education has an average statutory teaching load of 667 hours per year.
Hours per year 1200 1100 1000 800 700 600 500 400 300 200 100
Turkey
Korea
Hungary
Greece
Finland
Italy
Austria
Estonia
France
Czech Republic
Luxembourg
Denmark
Norway
Belgium (Fr.)
Iceland
Belgium (Fl.)
Slovenia
Spain
Ireland
Netherlands
Portugal
Germany
Israel
Brazil
Australia
Chile
Scotland
New Zealand
Russian Federation
D4.2
Mexico
0 United States
Education Indicators Programme
900
50 50
Parents’ reports of child’s past science reading and student performance on the PISA science scale (2006) Performance difference before accounting for social background Statistically significant differences are marked in darker tone.
Score point difference 70 60 50 40 30 20
Compared with 15-year-old students who had not, at the age of 10, read books on scientific discoveries, students who had done so performed, on average, 45 score points higher in the PISA 2006 science assessment, more than the equivalent of a school year, and this advantage remained significant, at 35 score points, even after taking into account socio-economic factors (one school year corresponds to an average of 38 score points on the PISA science scale).
10
A6.1
Source: OECD PISA 2006.
Colombia
Turkey
Qatar
Macao-China
Portugal
Hong KongChina
Italy
Korea
Germany
Bulgaria
Croatia
Luxembourg
Denmark
Iceland
0 New Zealand
Education Indicators Programme
2008 edition of Education a Glance
Performance difference after accounting for social background
51 51
Parents’ view of their child’s school and socioeconomic background (PISA 2006) Difference in score before accounting for ESCS1
Statistically significant differences are marked in darker tone.
Score point difference
a. ”Standards of achievement are high in the school”
60 50 40 30 20 10
Qatar
Poland
Colombia
Iceland
Bulgaria
Portugal
New Zealand
Denmark
Italy
Luxembourg
Turkey
Korea
Germany
Source: OECD PISA 2006.
Macao-China
A6.2a
Croatia
0 Hong Kong-China
Education Indicators Programme
2008 edition of Education a Glance
Difference in score after accounting for ESCS
52 52
Parents’ view of their child’s school and socioeconomic background (PISA 2006) Difference in score before accounting for ESCS1
Statistically significant differences are marked in darker tone.
Score point difference
b. ”I am satisfied with the disciplinary atmosphere in the school”
60 50 40 30 20 10 0 -10
A6.2b
Source: OECD PISA 2006.
Bulgaria
Qatar
Colombia
Poland
Turkey
Iceland
Italy
Portugal
Korea
Croatia
Denmark
Macao-China
Luxembourg
New Zealand
Germany
-20 Hong Kong-China
Education Indicators Programme
2008 edition of Education a Glance
Difference in score after accounting for ESCS
53 53
Parents’ view of their child’s school and socioeconomic background (PISA 2006) Difference in score before accounting for ESCS1
Statistically significant differences are marked in darker tone.
Score point difference
c. ”The school does a good job in educating students”
60 50 40 30 20 10 0 -10
A6.2c
Source: OECD PISA 2006.
Colombia
Poland
Bulgaria
Portugal
Korea
Croatia
Qatar
Macao-China
Turkey
Italy
Luxembourg
Germany
Iceland
Denmark
Hong Kong-China
-20 New Zealand
Education Indicators Programme
2008 edition of Education a Glance
Difference in score after accounting for ESCS
54 54
Parents’ perceptions of instructional quality (PISA 2006)
Education Indicators Programme
2008 edition of Education a Glance
Statistically significant differences are marked in darker tone
a. ”Most of my child’s school teachers seem competent and dedicated”
b. ”I am happy with the content taught and the instructional methods used in my child’s school”
Denmark
Denmark
Hong Kong-China
Hong Kong-China
Iceland
New Zealand
New Zealand
Iceland
Macao-China
Macao-China
Germany
Qatar
Luxembourg
Germany
Qatar
Korea
Korea
Italy
Portugal
Portugal
Italy
Poland
Bulgaria
Turkey
Turkey
Luxembourg
Poland
Colombia
Croatia
Croatia
Colombia
Bulgaria -30
A6.3ab
-20
-10
0
Score point difference
10
Source: OECD PISA 2006.
20
30
40
-30 -20 -10
0
10
Score point difference
20
30
40
55 55
Parents’ perceptions of instructional quality (PISA 2006)
Education Indicators Programme
2008 edition of Education a Glance
Statistically significant differences are marked in darker tone
c. ”My child’s progress is carefully monitored at school”
d. ”My child’s school provides regular and useful information on my child’s progress”
Iceland
Iceland
New Zealand
Denmark
Denmark
New Zealand
Colombia
Hong Kong-China
Hong Kong-China
Macao-China
Korea
Korea
Macao-China
Poland
Italy
Qatar
Qatar
Colombia
Poland
Italy
Portugal
Croatia
Turkey
Turkey
Germany
Germany
Luxembourg
Portugal
Croatia
Luxembourg
Bulgaria
Bulgaria -30
A6.3cd
-20
-10
0
Score point difference
10
Source: OECD PISA 2006.
20
30
40
-30 -20 -10
0
10
Score point difference
20
30
40
OECD Education Indicators Programme
2008 edition of Education a Glance
56 56
Equity challenges How well are countries using their potential to generate future human capital by providing equitable learning opportunities?
Occupational status of higher education students’ fathers
57 57
Proportion of students with fathers from a blue-collar background compared with men of corresponding age group as students’ in blue occupations Ireland andfathers Spain stand out–collar as providing the most equitable 2008 edition of Education a Glance
Students' father (Left hand scale)
60
1
56
0.9
50 40
Education Indicators Programme
Men in same age group (Left hand scale)
access to higher education, whereas students from blue-collar Odds-ratio (Right hand scale) background in Austria, France, Germany, Portugal are about onehalf as likely to be in higher education as their proportion in the population would suggest.
45
0.8
40
39
38
35
29
30
18
20
0.5 0.4
20
19
5
0.7 0.6
29
21
10
37
16
0.3 0.2
7
0.1
0
0
Spain
A7.1
Ireland
Finland
Source: EUROSTUDENT 2005.
Netherlands
France
Portugal
Austria
Germany
58 58
Educational status of students’ fathers
Proportion of students’ fathers with higher education compared with men of corresponding age group as students’ fathers with higher education Students' fathers
Finland, France, the Netherlands and the United Kingdom have the largest intake of students with fathers holding a higher education degree, whereas Ireland and Italy have the lowest intake from this group.
Education Indicators Programme
2008 edition of Education a Glance
60
54 48
50
Men in same age group
42
40
40
39 32
30
27
28
29
27
25 21
18
20
24
21
22 17
9
10
11
10
0 United Kingdom1
A7.2a
Finland
1.
France
Netherlands
Germany
Spain
Portugal
Austria
Ireland
England and Wales. Data refer to the parent (male or female) with the highest income.
Source: EUROSTUDENT 2005.
Italy
Education Indicators Programme
2008 edition of Education a Glance
59 59
Educational status of students’ fathers (2004)
Ratio of the proportion of students’ fathers with higher education to the proportion of men of the corresponding age group as students’ fathers with higher education Parent (male Portugal of female) with the the highestUnited income Kingdom, In Austria, France, Germany, and students are at least about twice as likely to be in higher education 3.5 if their fathers hold a university degree as their proportion 3.2 in the population would suggest. 2.5
2.5 2
2.2
2
1.7
1.7
1.5
1.6
1.5
1.1
0.5
-0.5
Austria
Finland
1.
France
Germany
Italy
Netherlands
Portugal
Spain
England and Wales. Data refer to the parent (male or female) with the highest income.
Source: EUROSTUDENT 2005.
A7.2b
Ireland
United Kingdom1
Education Indicators Programme
2008 edition of Education a Glance
60 60
Proportion of students in higher education (2003-2005) from a blue-collar background and between school variance in PISA 2000 Proportion of students from blue-collar background
Between-school variance, PISA 2000
1
0.8
0.6
Among the countries for which data are available on the socioeconomic status of students in higher education, it appears that providing a good quality education across all schools is important to have more students from less affluent backgrounds participating in higher education.
0.4
0.2
0 Spain
A7.3
Ireland
Finland
France
Portugal
Austria
Germany
Note: The first bar shows the ratio of students with fathers from a blue collar background compared with men of corresponding age group (’40-to-60-year-olds) in blue collar occupations. The second bar shows the between school variance in mathematics from PISA 2000 survey. SOURCE: OECD PISA survey, EUROSTUDENT 2005.
Education Indicators Programme
2008 edition of Education a Glance
61 61
Share of 25-to-64-year-olds with lower education and high earnings and vice versa (2006 or latest available year) Canada 2005
25-to-64-year-olds with tertiary education and earnings amounting to one half of the country median or less Females
Austria 2006 New Zealand 2006 Germany 2006 Israel 2006
with tertiary education areSwitzerland more 2006 disadvantaged than males Unitedin States 2006 in terms of realising low earnings; Austria, Canada and New United Kingdom 2006 Zealand, 20% or more of the female population earn less than half Korea 2003 the median. While males are less likely to have low earnings, more 25-to-64-year-olds Finland 2004 with below upper than 10% earn less than half of theAustralia median in Canada, Denmark, 2005 secondary education and earnings Norway and Sweden. This dispersion Denmark in 2005 educational outcomes amounting to twice provides an indication of the overall investment risk associated with Norway 2005 the country median or more Netherlands 2002 higher education. Ireland 2004 Sweden 2005 Italy 2004 Turkey 2005 Spain 2004 France 2006 Belgium 2005 Poland 2006 Hungary 2006 Luxembourg 2002 Czech Republic 2006
Males A9.1
-30
-20
Females
Portugal 2005
-10
0
%
0
10
20
30
62 62
Education Indicators Programme
2008 edition of Education a Glance
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2008 edition of Education a Glance
11
Organisation for Economic Co-operation and Development (OECD)
Education at a Glance 2008 Key results
Under embargo until 9 September 2008, 11:00 Paris time
22
EAG 2008: Three main findings r
2008 edition of Education a Glance Education Indicators Programme
A rising tide in the demand for high-level qualifications
8 million more students in tertiary systems than back in 1995 (share of age cohort moving into university level education rose from 37% to 57%) Strong labour-market incentives suggest further expansion – Large and often growing earnings and employment differentials – Growth in skilled jobs
r
Current approaches to the financing of higher education under pressure
r
In spite of recent and considerable increases in spending levels, expenditure in some countries could not keep up with rising demand, particularly in countries finding difficulties mobilising private resources
Spending patterns can be explained by policy choices
Link between spending levels and outcomes tenuous
OECD Education Indicators Programme
2008 edition of Education a Glance
33
A rising tide in the demand for high-level qualifications Changes in qualification levels (the past) Changes in graduation rates (the present) Changes in entry rates (best guess for the future)
A1.3a 1. Year of reference 2004. 2. Year of reference 2002. Slovenia
Austria
Portugal
Turkey
Chile 1
Mexico
Italy
21
Greece
30
Korea
Belgium
14
Luxembourg
12
Ireland
France
Slovak Republic
Czech Republic
1980's
Spain
Poland
EU19 average
9
Finland
15
Germany
1990's
OECD average
Japan
New Zealand
5
Switzerland
25
Hungary
2000's
United Kingdom
Sweden
Iceland
Australia
Russian Federation 2
2008 edition of Education a Glance %
Estonia
Canada
Denmark
Norway
Netherlands
Israel
United States
Education Indicators Programme
44 Approximated by the percentage of the population that has attained tertiary-type A education in the age groups 25-34 years, 35-44 years, 45-54 years and 55-64 years) (2006)
Growth in university-level qualifications
1970's
50
45
40
35
4
14
20
28
10
24
0
55
Science has benefited most from the expansion
Ratio of 25-to-34-year-olds with ISCED 5A and 30-to-39-year-olds with ISCED 6 levels of education to 55-to-64year-olds with ISCED 5A and 6 levels of education, by fields of education (2004)
Arts and humanities
Science
Engineering
All fields
12 11 10 9 8 7 6 5
Ratios larger than 1 mean that more graduates enter than exit the labour-market
4 3 2 1
1. Year of reference 2001. Only ISCED 5A of educational attainment. 2. Average of ratios, not as a whole as in EAG 2007.
Germany
Denmark
Sweden
Hungary
Netherlands
Finland
Austria
Norway
United Kingdom
Canada 1, 2
Luxembourg
OECD average
Italy
Belgium
Australia
Iceland
Mexico
France
Slovak Republic
A1.4
Ireland
Spain
0 Portugal
Education Indicators Programme
2008 edition of Education a Glance
Ratio
A3.6 1. Year of reference 2005. 2. Advanced research programmes refer to 2005. Hungary
Netherlands
Norway
Mexico
Turkey
Czech Republic
Belgium
Austria
Spain
Iceland
United States
Portugal
Italy 2
Males
Slovak Republic
Germany
Denmark
Total
Japan
EU19 average
OECD average
Number of graduates
2008 edition of Education a Glance
5000
Sweden
Switzerland
Poland
United Kingdom
New Zealand
Finland
Ireland
Australia
France1
Korea
Education Indicators Programme
66 Number of tertiary science graduates per 100 000 employed 25-to-34-year-olds (2006) Females
4500
4000
3500
3000
2500
2000
1500
1000
500
0
Trends in university-level graduation output
77
First-time graduation rate at the tertiary-type A level
% 70
2000
1995
60 50 40 30 20 10
A3.2
1. Net graduation rate is calculated by summing the graduation rates by single year of age in 2006. 2. Year of reference 2005. Countries are ranked in descending order of the graduation rates for tertiary-type A education in 2006. Source: OECD. Table A3.2. See Annex 3 for notes (www.oecd.org/edu/eag2008)
Turkey
Greece1
Slovenia
Germany1
Austria1
Czech Republic1
Switzerland1
Hungary
Spain
Portugal1
Slovak Republic1
Canada1,2
EU19 average
United States
Israel
OECD average
Japan
United Kingdom1
Ireland
Italy
Sweden1
Norway1
Netherlands1
Denmark1
Poland1
Finland1
New Zealand1
Australia1
0
Iceland1
Education Indicators Programme
2008 edition of Education a Glance
2006
1.
A3.1
Entry rate for tertiary type A programmes is calculated as gross entry rate in 2006. Turkey1
Greece
Slovenia
Germany
Austria
Czech Republic
Switzerland
Hungary1
Spain1
Portugal
Slovak Republic
Males
Canada2
EU9 average
United States1
Israel
OECD average
M+F
Japan1
United Kingdom
Ireland1
90
Italy1
100
Sweden
Norway
Netherlands
Denmark
Poland
Finland
New Zealand
Australia
2008 edition of Education a Glance %
Iceland
Education Indicators Programme
88 Tertiary-type A graduation rates by gender in 2006 (first time graduation)
Females
80
70
60
50
40
30
20
10
0
Contribution of international students to university graduate output
99
Tertiary-type A programmes, first degree Tertiary-type A programmes, second degree Advanced research programmes
%
60 50 40 30 20 10
A3.4
1. Year of reference 2005. 2. First degrees programmes include second degrees. 3. Proportion of foreign graduates in tertiary graduate output. These data are not comparable with data in international graduates and are therefore presented separately.
Turkey3
Slovak Republic3
Iceland3
Hungary3
Portugal3
Czech Republic3
Belgium3
Slovenia
Norway
Estonia
Japan
United States
Sweden
Finland2
Denmark
Canada1
Germany
Austria
Switzerland
United Kingdom
New Zealand
0
Australia
Education Indicators Programme
2008 edition of Education a Glance
Percentage of tertiary qualifications awarded to international students (2005)
Distribution of foreign students by country of destination
10 10
Education Indicators Programme
2008 edition of Education a Glance
Percentage of foreign tertiary students reported to the OECD who are enrolled in each country of destination (2006) Other OECD countries, 6.3% Netherlands, 1.2% Austria, 1.3%
Other partner countries, 10.7%
United States, 20.0%
Malaysia, Switzerland, 1.3% 1.4% Sweden , 1.4% Belgium, 1.6% Italy, 1.7%
United Kingdom, 11.3%
Spain, 1.7% South Africa, 1.8% New Zealand, 2.3% Russian Federation, 2.6%
Germany, 8.9%
Japan, 4.4% Canada, 5.1%
C3.2
Australia, 6.3%
France, 8.5%
C3.3 Iceland
Luxembourg
Slovak Republic
Mexico
Finland
Poland
Ireland
Norway
Hungary
Greece
Portugal
Turkey
2000
Denmark
Czech Republic
Korea
Netherlands
Austria
Switzerland
2008 edition of Education a Glance 25
Sweden
Belgium
Italy
Spain
New Zealand
Japan
Canada 1
Australia
France
Germany
United Kingdom
United States
Education Indicators Programme
11 11 Percentage of all foreign tertiary students enrolled by destination
Trends in international education market shares
Market share (%) 30
2006
20
15
10
5
0
12 12
Percentage of international students enrolled in tertiary education
% 20 18 16 14 12 10 8 6 4 2
C3.1
Note: The data on the mobility of international students presented are not comparable with data on foreign students in tertiary education (defined on the basis of citizenship) presented in pre-2006 editions of Education at a Glance . 1. Year of reference 2005.
Slovak Republic
Slovenia
Spain
Estonia
Norway
Hungary
Japan
United States
Finland
Netherlands
Denmark
Sweden
Czech Republic
Ireland
Belgium
Canada 1
Austria
Switzerland
United Kingdom
New Zealand
0
Australia
Education Indicators Programme
2008 edition of Education a Glance
International students who travelled to a different country for the purpose of tertiary study (2006)
1. Hungary
Norway
Slovak Republic
New Zealand
Sweden
Finland
Poland
Entry rate for tertiary type A programmes is calculated as gross entry rate in 2006. Turkey
Mexico
Belgium
Germany
Switzerland
Austria
Ireland
Estonia
Chile1
Spain
Japan
Slovenia
2000
Greece
Czech Republic
Portugal
Italy1
EU9 average
2006
OECD average
Israel
United Kingdom
Netherlands
Denmark
100
Korea
United States
Russian Federation1
A2.3 Iceland
2008 edition of Education a Glance %
Australia
Education Indicators Programme
13 13 Across OECD countries tertiary systems are now providing for around 8 million more students than back in 1995
Entry rates into tertiary-type A education 1995
90
80
70
60
50
40
30
20
10
0
A4.1 1. Response rate too low to ensure comparability. 2. Only full-time students. Japan
Denmark 2
Belgium (Fl.)
France
Russian Federation
Germany
Canada (Quebec)
Finland
Australia 1
Netherlands
Austria 1
2008 edition of Education a Glance 50
Switzerland 1
Slovak Republic
Iceland
Sweden
Portugal
Czech Republic 1
Norway
Slovenia
Poland
United Kingdom
Estonia
Mexico
Hungary
New Zealand
United States 2
Italy 1
Education Indicators Programme
14 14 Proportion of students who enter a tertiary programme but leave without at least a first tertiary degree (2005)
% 60
Without tertiary qualifications
OECD average
40
30
20
10
0
Entry rates at tertiary education compared to population leaving without completing tertiary education (2005)
Education Indicators Programme
Entry rate
2008 edition of Education a Glance
15 15
90 Sweden
80
Finland
70 60
Denmark
50
Iceland Norway Russian Federation Slovak Republic Netherlands
Belgium
30
Hungary
Estonia
United States
United Kingdom
Japan
40
New Zealand
Poland
Germany
Slovenia Mexico
20 10 0 0
10
20
30
40
50
60
Population leaving without tertiary education
OECD Education Indicators Programme
2008 edition of Education a Glance
16 16
So what? Has the increasing supply of well-educated labour been matched by the creation of high-paying jobs? Will one day everyone have a university degree but work for the minimum wage?
Proportion of the population in skilled jobs and proportion with tertiary qualifications (2006) Skilled jobs (ISCO 1-3)
Tertiary attainment (5B, 5A/6)
In OECD countries, the proportion of skilled jobs in the economy is generally larger than the potential supply of tertiary educated individuals. For countries in which work-based learning is central to occupational advancement, this difference is large. In a few countries, tertiary attainment matches or marginally exceeds the proportion of skilled jobs, so that further expansion of higher education will to some extent depend on the growth of skilled jobs in the coming years.
60 50 40 30 20 10
A1.1
Note : For the United States, ISCO groupings 3 and 9 are not separated and thus distributed among remaining ISCO categories.
Turkey
Portugal
Spain
Poland
Hungary
Slovak Republic
United States
Austria
Czech Republic
Ireland
Italy
Slovenia
France
Germany
United Kingdom
Denmark
Sweden
Canada
Belgium
Luxembourg
Iceland
Norway
Finland
Israel
Switzerland
Australia
0 Netherlands
Education Indicators Programme
2008 edition of Education a Glance
17 17
Changes in skilled jobs and tertiary attainment between 1998-2006 Change in tertiary attainment (ISCED 5/6) in the 25-to-64-year-old population between 1998 and 2006 Change in skilled occupations (ISCO 1-3) in the 25-to-64-year-old population between 1998 and 2006 Difference between skilled jobs and tertiary educated in the 25-to-64-year-old population (2006) 30
For countries with large differences in skilled jobs and tertiary attainment levels, the fundamental question is whether higher growth in skilled occupations could be achieved if more individuals with tertiary education were available to the labour market or whether labour market experience and adult learning is sufficient to provide the necessary skills.
25 20 15 10 5 0
A1.6
1. Change in survey methodology between 1998 and 2006 influences the comparability. 2. The year of reference is 1999, not 1998. 3. ISCO groupings 3 and 9 are not separated and thus distributed among remaining ISCO categories.
Canada
United States3
Israel
Spain
Ireland
Denmark
Finland
United Kingdom1
Portugal
Belgium
Norway
Sweden
Turkey
France
Poland
Iceland
Australia
Hungary
Switzerland
Germany2
Slovenia
Netherlands
Slovak Republic
Austria
Luxembourg
Czech Republic
-5 Italy1
Education Indicators Programme
2008 edition of Education a Glance
18 18
19 19
Relative earnings from employment for females
By level of educational attainment and gender for 25-to-64-year-olds (upper secondary and post-secondary non-tertiary education=100) (latest available year) Below upper secondary education
Tertiary-type B education
Tertiary-type A and advanced research programmes
260 220 200 180 160 140 120 100 80 60
A9.2a
1. Year of reference 2002. 2. Year of reference 2003.
3. Year of reference 2004. 4. Year of reference 2005.
Denmark (4)
Sweden (4)
Norway (4)
Italy (3)
New Zealand
Luxembourg (1)
Belgium (4)
Spain (3)
Australia (4)
France
Turkey (4)
Finland (3)
Austria
Israel
Switzerland
Czech Republic
Germany
Poland
Portugal (4)
Canada (4)
United States
Ireland (3)
Hungary
40 United Kingdom
% of index
240
Korea (2)
Education Indicators Programme
2008 edition of Education a Glance
Females
Relative earnings from employment for males
20 20
By level of educational attainment and gender for 25-to-64-year-olds (upper secondary and post-secondary non-tertiary education= 100) latest available year Tertiary-type B education
Tertiary-type A and advanced research programmes
Males with a degree from a tertiary-type A or advanced research programme have a substantial earnings premium in the Czech Republic, Hungary and Poland that is close to 100%.
260 240 220 200 180 160 140 120 100 80 60
A9.2b
1. Year of reference 2002. 2. Year of reference 2003.
3. Year of reference 2004. 4. Year of reference 2005.
New Zealand
Norway (4)
Korea (2)
Denmark (4)
Australia (4)
Spain (3)
Sweden (4)
Switzerland
Belgium (4)
United Kingdom
Turkey (4)
Canada (4)
Luxembourg (1)
Germany
France
Finland (3)
Austria
Portugal (4)
Israel
Italy (3)
Ireland (3)
United States
Czech Republic
40 Poland
% of index
Below upper secondary education
Hungary
Education Indicators Programme
2008 edition of Education a Glance
Males
21 21
Private internal rates of return for an individual obtaining a university-level degree, ISCED 5/6 (2004)
Education Indicators Programme
2008 edition of Education a Glance
30
25
20
15
10
5
0 M
F
CZE
A10.1b
M
F
POR
M
F
POL
M
F
HUN
M
F
UKM
M
F
BEL
M
F
USA
M
F
FIN
M
F
CHE
M
F
IRL
M
F
CAN
M
F
KOR
M
F
NZL
M
F
FRA
M
F
DEU
M
F
NOR
M
F
ESP
M
F
SWE
M
F
DEN
22 22
Components of the internal rate of return for a male obtaining . tertiary education, ISCED 5/6 (2004)
Education Indicators Programme
2008 edition of Education a Glance
Direct cost Unemployment effect Composite Impact
Foregone earnings Income tax effect
Gross earnings benefits Social contribution effect
Cost components
Benefits components
Czech Republic 29.1% Portugal 23.9% Poland 22.8% Hungary 19.8% United Kingdom 14.3% Belgium 11.3%
The data show no relationship between tuition levels and the rate of return
United States 11% Finland 10.7% Switzerland 10.3% Ireland 10.2% Canada 9.4% Korea 9% New Zealand 8.6% France 8.4% Germany 8% Spain 7.6% Norway 7.4% Sweden 5.1% Denmark 4.4%
A10.2
% 50
40
30
20
10
0
10
20
30
40
50
Cumulated streams of assumed costs and benefits 23 23 The IRR is the discount rate at which the Net Present Value=0. Given a stream of assumed costs and benefits over 25-to-64-years-old, the IRR represents the rate of return on investment expressed as an interest rate.
Education Indicators Programme
2008 edition of Education a Glance
Direct cost Income tax effect
Foregone earnings Social contribution effect
Cost components
Gross earnings benefits Composite Impact
Unemployment effect
Benefits components
Czech Republic 29.1% Portugal 23.9% Poland 22.8% Hungary 19.8% United Kingdom 14.3% Belgium 11.3% United States 11% Finland 10.7% Switzerland 10.3% Ireland 10.2% Canada 9.4% Korea 9% New Zealand 8.6% France 8.4% Germany 8% Spain 7.6% Norway 7.4% Sweden 5.1% Denmark 4.4% (600)
(400)
(200)
0
200
400
600
800
1,000
1,200
1,400
Thousands
Note: Those amounts (in USD equivalents) are not discounted by the IRR and then differ from the amounts upon which Chart A10.2 is based. Chart A10.2 gives a more accurate picture of the components weight.
Education Indicators Programme
2008 edition of Education a Glance
24 24
The effects of tertiary expansion: A high calibre workforce or the overqualified crowding out the lesser qualified?
Lower secondary “Middle group” unemployment rate as a ratio of upper secondary unemployment rate “Bottom group” The eight countries
The nine countries with no or very with modest Top group Middle group Bottom group In those countries that did not expand tertiary education (the bottom modest increases in tertiary 1.9 increases in group), failure to complete upper secondary education is now associated education (0.1% on average) tertiary education with an 80% greater probability of being unemployed, compared to less (2.4% on 1.8average) (UK) than 50% in the top group. 1.7
1.6
1.5
1.4
“Top group” 1.3
The nine countries that expanded 1995 1998 1999 2000 tertiary education fastest in the 1990s (5.9% on average)
A1.4 2007
2001
2002
2004
Difference between unemployment rates of females and males, by level of education attainment (2006) Gender differences in
25 25
Percentage
unemployment are much smaller for those with Upper secondary and post-secondary non tertiary educationhigher qualifications
points
Tertiary education
2008 edition of Education a Glance
Below upper secondary education
10 8
Unemployment rate higher for females
6 4
0 -2 -4 -6
Unemployment rate higher for males
-8
A8.3
Spain
Greece
Italy
Poland
Luxembourg
Belgium
Portugal
Switzerland
Israel
Finland
France
Netherlands
Sweden
Denmark
United States
Estonia
Canada
Slovenia
New Zealand
Mexico
Ireland
Norway
Hungary
Australia
Austria
United Kingdom
Czech Republic
Korea
Turkey
Germany
Slovak Republic
-10 Japan
Education Indicators Programme
2
26 26
Expected years in education and not in education for 15-to-29-year-olds (2006) Not in education, not in the labour force
Not in education, unemployed
Not in education, employed
In education, employed (including work/study)
Years 14
12 10 8 6 4 2
EU19 average
OECD28 average
Turkey 3
Mexico 2
Ireland
Spain
Japan 1
New Zealand
Portugal
United Kingdom
Israel
Slovak Republic
Greece
Czech Republic
Italy
Austria
Belgium
Canada
United States
1. Data refer to 15-to-24-year-olds. 2. Year of reference 2004. 3. Year of reference 2005.
Switzerland
Australia
Norway
Hungary
Luxembourg
Estonia
France
Sweden
Germany
Poland
Finland
Netherlands
C4.2
Slovenia
Denmark
0 Iceland
Education Indicators Programme
2008 edition of Education a Glance
In education, not employed
OECD Education Indicators Programme
2008 edition of Education a Glance
27 27
Current approaches to the financing of higher education under pressure *
B2.1 1. Year of reference 2004 instead of 2005. 2. Expenditure from public sources only (for Switzerland, in tertiary education only). 3. Year of reference 2006 instead of 2005.
0
Russian…
Greece
Brazil2
Slovak Republic
Ireland
Spain
Czech Republic
Italy
Japan
Estonia
Netherlands
Germany
Austria
2000
Hungary
Chile3
Norway2
Portugal
Australia
2005
Poland
Finland
France
Belgium
Switzerland2
2008 edition of Education a Glance % of GDP 9
Slovenia
Canada1
United Kingdom
Sweden
Mexico
New Zealand
United States
Korea
Denmark
Iceland
Israel
Education Indicators Programme
28 28 Expenditure on educational institutions as a percentage of GDP for all levels of education OECD total
8
7
6
5
4
3
2
1
Mexico
Portugal
Germany
Netherlands
Ireland
Iceland
France
Poland
Belgium
Austria
Norway
Greece
Switzerland
Denmark
EU19 average
OECD average
United States
Japan
Korea
Italy
Slovak Republic
Spain
Australia
Czech Republic
Hungary
Private
New Zealand
2008 edition of Education a Glance
% of GDP
United Kingdom
B2.4 Canada
Finland
Education Indicators Programme
29 29 Expenditure on tertiary educational institutions as a percentage of GDP (2005)
Who pays for high-level qualifications Public
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
30 30
Expenditure on educational core services, R&D and ancillary services in tertiary educational institutions as a percentage of GDP (2005)
% of GDP
Total expenditure on educational institutions Research & development (R&D) Ancillary services (transport, meals, housing provided by institutions) Educational core services
2.5
2.0
1.5
1.0
0.5
Some levels of education are included with others. Total expenditure at tertiary level including R&D expenditure Year of reference 2005. Total expenditure at tertiary level excluding R&D expenditure
Chile 3, Denmark1, Japan1, Iceland1, Russian Federation
B6.2
1. 2. 3. 4.
4 3 3 3 3
0.0
United States Canada1, 2 Korea Israel Finland Sweden Australia Poland New Zealand Greece Switzerland Portugal United Kingdom France Mexico Slovenia Norway Austria Netherlands Belgium Ireland Estonia Spain Hungary Germany Czech Republic Italy Slovak Republic1 Brazil1
Education Indicators Programme
2008 edition of Education a Glance
3.0
31 31
Changes in student numbers and expenditure for tertiary education
Index of change between 2000 and 2005 (2000=100, 2005 constant prices) Change in expenditure Change in expenditure per student
B1.7b
Greece
Austria
Portugal 2
United Kingdom
Spain
Korea
Iceland
Denmark3
Mexico
Australia
Czech Republic
Finland
Slovak Republic3
Japan3
Switzerland1,2
United States
Norway1
France
Italy 2
Germany
Estonia 1
Belgium
Sweden
Netherlands
Israel
Ireland
Brazil1,2,3
Hungary2
1. Public institutions only. 2. Public expenditure only. 3. Some levels of education are included with others.
Poland 2
236
220 210 200 190 180 170 160 150 140 130 120 110 100 90 80 70
Chile
Index of change (2000=100)
Education Indicators Programme
2008 edition of Education a Glance
Change in the number of students (in full-time equivalents)
Share of private expenditure on tertiary institutions
32 32
2000
%
2008 edition of Education a Glance
90
2005
In 2005, the share of public funding at the tertiary level represented 73% on average in OECD countries. On average among the 18 OECD countries for which trend data are available, the share of public funding in tertiary institutions decreased slightly from 79% in 1995 to 77% in 2000 and to 73% in 2005.
80 70 60 50 40
20 10
B3.3c
1. Year of reference 2006 instead of 2005. 2. Some levels of education are included with others. 3. Year of reference 2004 instead of 2005.
Finland
Sweden
Belgium
Greece
Ireland
Portugal
Denmark2
Austria
Netherlands
Hungary
Iceland2
France
Poland
Italy
Spain
Czech Republic
Slovak Republic2
Germany
Mexico
United Kingdom
Israel
Canada2, 3
Australia
Japan2
United States
Korea
0 Chile1
Education Indicators Programme
30
33 33
Average annual tuition fees
In eight OECD countries, public institutions charge no
charged by tertiary-type A public institutions for full-time national fees, but in one-third of countries public institutions students, in US Dollars using (school students year 2004/2005) charge converted annual tuition feesPPPs for national in excess USD
2008 edition of Education a Glance
5000
of USD 1 500. Among the EU19 countries, only the Netherlands and the United Kingdom have annual tuition United States (64%) fees that representChile more (48%)than USED 1000 per full-time student; these relate to government-dependent institutions.
4000 Australia (82%), Japan (44%), Korea (51%) Canada (m)
Education Indicators Programme
3000
Israel1 (55%) New Zealand (79%)
2000 United Kingdom1 (51%) Netherlands1 (59%)
1000 500
B5.1
0
This chart does not take into account grants, subsidies or loans that partially or fully offset the students’ tuition fees
Italy (56%) Austria (37%), Spain (43%), Belgium (Fr. and Fl.) (33%) Turkey (27%), France (m) Czech Republic (41%), Denmark (57%), Finland (73%), Ireland (45%), Iceland (74%), Norway (76%), Poland (76%), Sweden (76%)
1. Public institutions do not exist at this level of education and most of the students are enrolled in government dependent institutions.
Public subsidies for education in tertiary OECD countries spend, on average, 18% of their public education (2005)on subsidies to households budgets for tertiary education
34 34
partner country Chile, public subsidies account for 27% or Student loans more of public spending on tertiary education. Only Greece, Scholarships/ other grants to households OECD average Korea and Poland spend less than 5% of total public spending on tertiary education on subsidies. Transfers and payments to other private entities
45 40 35 30 25 20 15 10 5
Iceland
Japan
Greece
Poland
Korea
Mexico
Switzerland
Czech Republic
United Kingdom
Brazil
France
Spain
Portugal
Israel
Sweden
Norway
New Zealand
Netherlands
Slovak Republic
Canada
Germany
Australia
Ireland
Belgium
Estonia
Hungary
Italy
Finland
Chile
Austria
United States
B5.2
Slovenia
0 Denmark
% of total public expenditure on education
Education Indicators Programme
2008 edition of Education a Glance
Public subsidies for and education households andInother private entities the as a other to private entities. Australia, Denmark, Netherlands, New Zealand, Norway and Sweden and the percentage of total public expenditure on education, by type of subsidy
35 35
Relationships between average tuition fees and proportion of students who benefit from public loans and/or scholarships/grants 6000
Group 2:
Group 3:
Potentially high financial barriers for entry to tertiary-type A education, but also large public subsidies to students.
Extensive and broadly uniform cost 5000 sharing across students, student support systems somewhat less developed . 4000 Average tuition fees charged by public institutions in USD
Education Indicators Programme
2008 edition of Education a Glance
Tertiary-type A, public institutions, academic year 2004/05, national full-time students
3000 Group
Group 1:
4:
No (or low) financial barriers for tertiary studies due to tuition fees and still a high level of student aid.
Italy
1000
Belgium (Fr.)
Austria
0 0
Australia
Japan
Relatively low financial barriers to entry to tertiary education and relatively low subsidies 2000
B5.3
United States
25
Spain Poland France2 50
Netherlands1
Sweden and Norway Czech Republic
75 Finland and Iceland
Turkey
Denmark
% of students that benefit from public loans and/or sholarships/grants
100
OECD Education Indicators Programme 2008 edition of Education a Glance
36 36
School education
2008 edition of Education a Glance % 80
A1.1a United States Czech Republic Estonia Switzerland Germany Canada Denmark Norway Sweden Russian Federation 2 Austria Slovenia Slovak Republic Israel Hungary Finland United Kingdom Netherlands New Zealand EU19 average OECD average Luxembourg Australia France Iceland Belgium Poland Ireland Korea Greece Italy Chile 1 Spain Mexico Turkey Portugal Brazil 1
Education Indicators Programme
37 37 Growth in baseline qualifications
Approximated by percentage of persons with upper secondary or equivalent qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years
100
2000's
70
1
1. Year of reference 2004 2. Year of reference 2002.
1990's
90
13
1980's 1970's 1
10
21
60
50
40
30
20
10 23
0
A2.1 1. Year of reference 2005. Mexico
Turkey
Chile
Luxembourg
Spain
New Zealand
Estonia
Sweden
United States
Poland
Canada1
Slovak Republic
OECD average
Italy
2006
EU19 average
Denmark
Ireland
United Kingdom
Switzerland
2008 edition of Education a Glance
%
Czech Republic
Israel
Iceland
Norway
Japan
Korea
Finland
Slovenia
Greece
Germany
Education Indicators Programme
38 38 Percentage of graduates to the population at the typical age of graduation (unduplicated count)
Upper secondary graduation rates 1995
100
90
80
70
60
50
40
30
20
10
0
Access to tertiary-type A education for upper secondary graduates (2006)
39 39
Entry rates into tertiary-type A education
120
100
80
60
40
20
1. Entry-rate for tertiary-type A programmes is calculated as gross entry rate. 2. Includes ISCED 4A programmes ( Berufsbildende Höhere Schulen).
Switzerland
Slovenia
Mexico
Germany
Austria2
Spain
Turkey
Denmark
Norway
Portugal
Czech Republic
OECD average
Netherlands
Belgium
EU19 average
Iceland
Greece
Korea
Australia
Japan
Hungary
Chile1
Slovak Republic
Sweden
Estonia
Italy1
Poland
Ireland
Russian Federation1
A2.2
Israel
0 Finland
Education Indicators Programme
2008 edition of Education a Glance
%
Graduation rates from programmes designed to prepare students for tertiary-type A education
Cumulative expenditure on educational institutions per student over primary and secondary studies (2005)
40 40
Primary education
Lower secondary
Upper secondary education
All secondary education
250000
200000
150000
OECD average (primary and secondary)
100000
50000
0
Luxembourg1 Switzerland1 Norway Iceland United States Denmark Austria Italy 1 Sweden Australia France Slovenia1 Germany Japan Ireland Belgium United Kingdom Greece Finland Spain Netherlands New Zealand Korea Portugal1 Israel Czech Republic Hungary1 Estonia1 Poland1 Slovak Republic Mexico Chile Brazil1
In equivalent USD using PPPs
Education Indicators Programme
2008 edition of Education a Glance
Annual expenditure on educational institutions per student multiplied by the theoretical duration of studies, in equivalent USD converted using PPPs
B1.4
1. Public institutions only.
Changes in student numbers and expenditure
41 41
Primary, secondary and post-secondary non-tertiary education Change in expenditure Change in the number of students (in full-time equivalents) Change in expenditure per student
180 170 160 150 140 130 120 110 100 90
Hungary2
Estonia 1
Korea
Ireland
Slovak Republic3
Czech Republic
Brazil1,2,3
Iceland
Greece 3
Poland 2
Mexico
Finland
United Kingdom
1. Public expenditure only. 2. Public institutions only. 3. Some levels of education are included with others.
Netherlands
Canada 3
Spain
Portugal 2
Sweden
Japan3
Denmark3
Australia
Switzerland1,2
Norway1
Israel
Italy 2
Austria
France
Germany
United States
B1.7a
Chile
80
Belgium
Index of change (2000=100)
Education Indicators Programme
2008 edition of Education a Glance
Index of change between 2000 and 2005 (2000=100, 2005 constant prices)
Teacher compensation cost per student varies from 3.9% of GDP per capita in the Slovak Republic (less than half the OECD average rate of 10.9%) to over five times that rate in Portugal (20.9%, nearly twice the OECD average). Four factors influence these trends – salary level, instruction time for students, teaching time of teachers and average class size – so that a given level of compensation cost per student as a percentage of GDP per capita per student can result from quite different combinations of the four factors.
42 42
Contribution of various factors to upper secondary teacher compensation costs
2008 edition of Education a Glance
Salary as % of GDP/capita
Instruction time
(2004)
1/teaching time
1/class size
Difference with OECD average
Percentage points 15
10
0
-5
Slovak Republic
Poland
United States
Sweden
Finland
Mexico
Ireland
Iceland
Norway
Hungary
Czech Republic
Austria
Italy
Denmark
Netherlands
France
New Zealand
Australia
Japan
Greece
Germany
Luxembourg
Korea
Belgium
Turkey
Switzerland
United Kingdom
B7.1
Spain
-10 Portugal
Education Indicators Programme
5
43 43
Expenditure on educational institutions per student at various levels of education for all services relative to primary education (2005) Primary education = 100
2008 edition of Education a Glance
450
Education Indicators Programme
Index
150
Pre-primary education
Secondary education
Tertiary education
400 350 300 250 200
100 50
B1.3
Note: A ratio of 300 for tertiary education means that the expenditure on educational institutions per tertiary student is three times the expenditure on educational institutions per primary student. A ratio of 50 for pre-primary education means that expenditure on educational institutions per pre-primary student is half the expenditure on educational institutions per primary student. 1. Public institutions only. 2. Some levels of education are included with others..
Luxembourg 1, 2
Iceland
Estonia
Italy 1
Greece 1, 2
Hungary 1
Korea
Poland 1
Norway
Denmark
Austria
Belgium
Portugal 1
Ireland
Japan
Spain
France
Slovak Republic 2
Sweden
United Kingdom
New Zealand
Finland
Netherlands
Israel
Czech Republic
Australia
Germany
Switzerland 1
United States
Mexico
Chile
Brazil 1
0
44 44
Total number of intended instruction hours in public institutions between the ages of 7 and 14 (2006)
Education Indicators Programme
2008 edition of Education a Glance
Ages 7-8
Ages 12-14
Students in OECD countries are expected to receive, on average, 6 907 hours of instruction between the ages of 7 and 14, of which 1 591 between ages 7 and 8, 2 518 between ages 9 and 11, and 2 798 between ages 12 and 14. The large majority of intended hours of instruction are compulsory.
Estonia Finland Slovenia Norway Sweden Korea Germany Hungary Czech Republic Japan Denmark Iceland Luxembourg Austria Spain Turkey Belgium (Fl.) Portugal Greece England Ireland Israel Mexico France Belgium (Fr.) New Zealand Australia Netherlands Italy Chile
D1.1
Ages 9-11
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
Total number of intended instruction time in hours
Ireland1
Brazil
Turkey
Israel
Luxembourg
Slovenia
Iceland
Italy
Greece
Portugal
Estonia
Switzerland
Denmark
Austria
Slovak Republic
Mexico
Hungary
Poland
Czech Republic
Belgium (Fr.)
2006
Russian Federation
1. Public institutions only 2. Years of reference 2001 and 2006. Spain
2008 edition of Education a Glance Number of students per class
Germany2
Netherlands
France
United States
Australia
United Kingdom
D2.1 Japan
Chile
Korea
Education Indicators Programme
45 45 Average class size in primary education 2000
40
35
30
25
20
15
10
5
0
D2.2 Switzerland
Iceland
Luxembourg
Ireland1
Denmark
Slovenia
Italy
Hungary
Greece
United Kingdom
Portugal
Slovak Republic
Estonia
Czech Republic
Austria
Australia
France
Turkey
2008 edition of Education a Glance
Primary education
Russian Federation
11. Public institutions only United States
Spain
Poland
Germany
Mexico
Chile
Brazil
Israel
Japan
Korea
Education Indicators Programme
46 46 Average class size (2006) Lower secondary education
Number of students
per classroom
40
35
30
25
20
15
10
5
0
47 47
Teachers’ salaries (minimum, after 15 years experience, and maximum) in lower secondary education (2006)
Salary after 15 years of experience/ minimum training Starting salary/ minimum training
Equivalent USD converted using PPPs
Salary at the top of scale/ minimum training
The annual statutory salaries of lower secondary teachers with 15 year experience range from less than USD 15 000 in Hungary and the partner countries Chile and Estonia, to over USD 51 000 in Germany, Korea and Switzerland and exceed USD 90 000 in Luxembourg.
140000 120000
80000 60000 40000 20000
Estonia
Chile
Hungary
Israel
Mexico
Iceland
Slovenia
Sweden
Italy
Greece
Portugal
France
Norway
New Zealand
Finland
Belgium (Fr.)
Austria
Denmark
Belgium (Fl.)
United States
England
Spain
Australia
Netherlands
Ireland
Japan
Germany
Korea
Czech Republic
D3.2
Switzerland
0
Luxembourg
Education Indicators Programme
100000
Scotland
2008 edition of Education a Glance
Annual statutory teachers’ salaries in public institutions in lower secondary education, in equivalent USD converted using PPPs, and the ratio of salary of 15 years of experience to GDP per capita
Changes in teachers’ salaries in lower secondary education, by point in the salary scale (1996,2006)
48 48
Index of change between 1996 and 2006 (1996=100, 2006 price levels using GDP deflators)
Salary after 15 years of experience/ minimum training
Salary at top of scale/minimum training Index of change 250
200
150
100
50
D3.3
1. The data for Belgium in 1996 are based on Belgium as a whole.
Belgium (Fr.)1
New Zealand
Netherlands
Portugal
Belgium (Fl.)1
Norway
Ireland
Japan
Italy
Greece
Scotland
Denmark
England
Australia
Finland
Mexico
Estonia
0 Hungary
Education Indicators Programme
2008 edition of Education a Glance
Starting salary/minimum training
49 49
Number of teaching hours per year, by level of education (2006)
2008 edition of Education a Glance
Net contact time in hours per year in public institutions Lower secondary education Upper secondary education, general programmes Primary education
A primary school teacher teaches an average of 812 hours per year. Lower secondary education teachers teach an average of 717 hours per year. A teacher of upper secondary general education has an average statutory teaching load of 667 hours per year.
Hours per year 1200 1100 1000 800 700 600 500 400 300 200 100
Turkey
Korea
Hungary
Greece
Finland
Italy
Austria
Estonia
France
Czech Republic
Luxembourg
Denmark
Norway
Belgium (Fr.)
Iceland
Belgium (Fl.)
Slovenia
Spain
Ireland
Netherlands
Portugal
Germany
Israel
Brazil
Australia
Chile
Scotland
New Zealand
Russian Federation
D4.2
Mexico
0 United States
Education Indicators Programme
900
50 50
Parents’ reports of child’s past science reading and student performance on the PISA science scale (2006) Performance difference before accounting for social background Statistically significant differences are marked in darker tone.
Score point difference 70 60 50 40 30 20
Compared with 15-year-old students who had not, at the age of 10, read books on scientific discoveries, students who had done so performed, on average, 45 score points higher in the PISA 2006 science assessment, more than the equivalent of a school year, and this advantage remained significant, at 35 score points, even after taking into account socio-economic factors (one school year corresponds to an average of 38 score points on the PISA science scale).
10
A6.1
Source: OECD PISA 2006.
Colombia
Turkey
Qatar
Macao-China
Portugal
Hong KongChina
Italy
Korea
Germany
Bulgaria
Croatia
Luxembourg
Denmark
Iceland
0 New Zealand
Education Indicators Programme
2008 edition of Education a Glance
Performance difference after accounting for social background
51 51
Parents’ view of their child’s school and socioeconomic background (PISA 2006) Difference in score before accounting for ESCS1
Statistically significant differences are marked in darker tone.
Score point difference
a. ”Standards of achievement are high in the school”
60 50 40 30 20 10
Qatar
Poland
Colombia
Iceland
Bulgaria
Portugal
New Zealand
Denmark
Italy
Luxembourg
Turkey
Korea
Germany
Source: OECD PISA 2006.
Macao-China
A6.2a
Croatia
0 Hong Kong-China
Education Indicators Programme
2008 edition of Education a Glance
Difference in score after accounting for ESCS
52 52
Parents’ view of their child’s school and socioeconomic background (PISA 2006) Difference in score before accounting for ESCS1
Statistically significant differences are marked in darker tone.
Score point difference
b. ”I am satisfied with the disciplinary atmosphere in the school”
60 50 40 30 20 10 0 -10
A6.2b
Source: OECD PISA 2006.
Bulgaria
Qatar
Colombia
Poland
Turkey
Iceland
Italy
Portugal
Korea
Croatia
Denmark
Macao-China
Luxembourg
New Zealand
Germany
-20 Hong Kong-China
Education Indicators Programme
2008 edition of Education a Glance
Difference in score after accounting for ESCS
53 53
Parents’ view of their child’s school and socioeconomic background (PISA 2006) Difference in score before accounting for ESCS1
Statistically significant differences are marked in darker tone.
Score point difference
c. ”The school does a good job in educating students”
60 50 40 30 20 10 0 -10
A6.2c
Source: OECD PISA 2006.
Colombia
Poland
Bulgaria
Portugal
Korea
Croatia
Qatar
Macao-China
Turkey
Italy
Luxembourg
Germany
Iceland
Denmark
Hong Kong-China
-20 New Zealand
Education Indicators Programme
2008 edition of Education a Glance
Difference in score after accounting for ESCS
54 54
Parents’ perceptions of instructional quality (PISA 2006)
Education Indicators Programme
2008 edition of Education a Glance
Statistically significant differences are marked in darker tone
a. ”Most of my child’s school teachers seem competent and dedicated”
b. ”I am happy with the content taught and the instructional methods used in my child’s school”
Denmark
Denmark
Hong Kong-China
Hong Kong-China
Iceland
New Zealand
New Zealand
Iceland
Macao-China
Macao-China
Germany
Qatar
Luxembourg
Germany
Qatar
Korea
Korea
Italy
Portugal
Portugal
Italy
Poland
Bulgaria
Turkey
Turkey
Luxembourg
Poland
Colombia
Croatia
Croatia
Colombia
Bulgaria -30
A6.3ab
-20
-10
0
Score point difference
10
Source: OECD PISA 2006.
20
30
40
-30 -20 -10
0
10
Score point difference
20
30
40
55 55
Parents’ perceptions of instructional quality (PISA 2006)
Education Indicators Programme
2008 edition of Education a Glance
Statistically significant differences are marked in darker tone
c. ”My child’s progress is carefully monitored at school”
d. ”My child’s school provides regular and useful information on my child’s progress”
Iceland
Iceland
New Zealand
Denmark
Denmark
New Zealand
Colombia
Hong Kong-China
Hong Kong-China
Macao-China
Korea
Korea
Macao-China
Poland
Italy
Qatar
Qatar
Colombia
Poland
Italy
Portugal
Croatia
Turkey
Turkey
Germany
Germany
Luxembourg
Portugal
Croatia
Luxembourg
Bulgaria
Bulgaria -30
A6.3cd
-20
-10
0
Score point difference
10
Source: OECD PISA 2006.
20
30
40
-30 -20 -10
0
10
Score point difference
20
30
40
OECD Education Indicators Programme
2008 edition of Education a Glance
56 56
Equity challenges How well are countries using their potential to generate future human capital by providing equitable learning opportunities?
Occupational status of higher education students’ fathers
57 57
Proportion of students with fathers from a blue-collar background compared with men of corresponding age group as students’ in blue occupations Ireland andfathers Spain stand out–collar as providing the most equitable 2008 edition of Education a Glance
Students' father (Left hand scale)
60
1
56
0.9
50 40
Education Indicators Programme
Men in same age group (Left hand scale)
access to higher education, whereas students from blue-collar Odds-ratio (Right hand scale) background in Austria, France, Germany, Portugal are about onehalf as likely to be in higher education as their proportion in the population would suggest.
45
0.8
40
39
38
35
29
30
18
20
0.5 0.4
20
19
5
0.7 0.6
29
21
10
37
16
0.3 0.2
7
0.1
0
0
Spain
A7.1
Ireland
Finland
Source: EUROSTUDENT 2005.
Netherlands
France
Portugal
Austria
Germany
58 58
Educational status of students’ fathers
Proportion of students’ fathers with higher education compared with men of corresponding age group as students’ fathers with higher education Students' fathers
Finland, France, the Netherlands and the United Kingdom have the largest intake of students with fathers holding a higher education degree, whereas Ireland and Italy have the lowest intake from this group.
Education Indicators Programme
2008 edition of Education a Glance
60
54 48
50
Men in same age group
42
40
40
39 32
30
27
28
29
27
25 21
18
20
24
21
22 17
9
10
11
10
0 United Kingdom1
A7.2a
Finland
1.
France
Netherlands
Germany
Spain
Portugal
Austria
Ireland
England and Wales. Data refer to the parent (male or female) with the highest income.
Source: EUROSTUDENT 2005.
Italy
Education Indicators Programme
2008 edition of Education a Glance
59 59
Educational status of students’ fathers (2004)
Ratio of the proportion of students’ fathers with higher education to the proportion of men of the corresponding age group as students’ fathers with higher education Parent (male Portugal of female) with the the highestUnited income Kingdom, In Austria, France, Germany, and students are at least about twice as likely to be in higher education 3.5 if their fathers hold a university degree as their proportion 3.2 in the population would suggest. 2.5
2.5 2
2.2
2
1.7
1.7
1.5
1.6
1.5
1.1
0.5
-0.5
Austria
Finland
1.
France
Germany
Italy
Netherlands
Portugal
Spain
England and Wales. Data refer to the parent (male or female) with the highest income.
Source: EUROSTUDENT 2005.
A7.2b
Ireland
United Kingdom1
Education Indicators Programme
2008 edition of Education a Glance
60 60
Proportion of students in higher education (2003-2005) from a blue-collar background and between school variance in PISA 2000 Proportion of students from blue-collar background
Between-school variance, PISA 2000
1
0.8
0.6
Among the countries for which data are available on the socioeconomic status of students in higher education, it appears that providing a good quality education across all schools is important to have more students from less affluent backgrounds participating in higher education.
0.4
0.2
0 Spain
A7.3
Ireland
Finland
France
Portugal
Austria
Germany
Note: The first bar shows the ratio of students with fathers from a blue collar background compared with men of corresponding age group (’40-to-60-year-olds) in blue collar occupations. The second bar shows the between school variance in mathematics from PISA 2000 survey. SOURCE: OECD PISA survey, EUROSTUDENT 2005.
Education Indicators Programme
2008 edition of Education a Glance
61 61
Share of 25-to-64-year-olds with lower education and high earnings and vice versa (2006 or latest available year) Canada 2005
25-to-64-year-olds with tertiary education and earnings amounting to one half of the country median or less Females
Austria 2006 New Zealand 2006 Germany 2006 Israel 2006
with tertiary education areSwitzerland more 2006 disadvantaged than males Unitedin States 2006 in terms of realising low earnings; Austria, Canada and New United Kingdom 2006 Zealand, 20% or more of the female population earn less than half Korea 2003 the median. While males are less likely to have low earnings, more 25-to-64-year-olds Finland 2004 with below upper than 10% earn less than half of theAustralia median in Canada, Denmark, 2005 secondary education and earnings Norway and Sweden. This dispersion Denmark in 2005 educational outcomes amounting to twice provides an indication of the overall investment risk associated with Norway 2005 the country median or more Netherlands 2002 higher education. Ireland 2004 Sweden 2005 Italy 2004 Turkey 2005 Spain 2004 France 2006 Belgium 2005 Poland 2006 Hungary 2006 Luxembourg 2002 Czech Republic 2006
Males A9.1
-30
-20
Females
Portugal 2005
-10
0
%
0
10
20
30
62 62
Education Indicators Programme
2008 edition of Education a Glance
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