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OECD Indicators 2020
Education at a Glance
Contact North
Andreas Schleicher
Education at a Glance OECD Indicators 2020 Contact North Andreas - - PowerPoint PPT Presentation
Education at a Glance OECD Indicators 2020 Contact North Andreas - - PowerPoint PPT Presentation
Education at a Glance OECD Indicators 2020 Contact North Andreas Schleicher The long shadows of school closures By the end of June, schools across the OECD had experienced some form of closure lasting an average of 14 weeks Figure D1.4
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By the end of June, schools across the OECD had experienced some form of closure lasting an average of 14 weeks
Figure D1.4
Number of countries with school closures due to COVID19
10 5 5 10 15 20 25 30 35 40 1 7 F e b r u a r y 2 4 F e b r u a r y 2 M a r c h 9 M a r c h 1 6 M a r c h 2 3 M a r c h 3 M a r c h 6 A p r i l 1 3 A p r i l 2 A p r i l 2 7 A p r i l 4 M a y 1 1 M a y 1 8 M a y 2 5 M a y 1 J u n e 8 J u n e 1 5 J u n e 2 2 J u n e 2 9 J u n e Number of countries Nationwide Localised OECD countries Non-OECD countries
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Lost individual income due to Corona-induced learning loss
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Present value of lost GDP due to Corona-induced learning loss
(average 1/3 school year lost)
- Bn $16,000
- Bn $14,000
- Bn $12,000
- Bn $10,000
- Bn $8,000
- Bn $6,000
- Bn $4,000
- Bn $2,000
Bn $0
C h i n a U n i t e d S t a t e s I n d i a J a p a n G e r m a n y R u s s i a n F e d e r a t i
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I n d
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e s i a U n i t e d K i n g d
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F r a n c e B r a z i l I t a l y M e x i c
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u r k e y R e p u b l i c
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K
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e a C a n a d a S a u d i A r a b i a A u s t r a l i a A r g e n t i n a S
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t h A f r Source: Hanushek and Woessmann (OECD, 2020)
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Students’ and teachers’ ICT skills were critical to maintain educational continuity as schools shifted to online learning.
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Before the pandemic, just over half of teachers let their students frequently or always use ICT for projects or class work
TALIS Table I.2.1
Percentage of lower secondary teachers who “frequently” or “always” let students use ICT for projects or class work
10 20 30 40 50 60 70 80 90 100 Denmark New Zealand Australia Colombia Russia Mexico Turkey Alberta (Canada) Chile Sweden Lithuania United States Portugal Romania Iceland OECD average-31 Israel Spain Netherlands Finland Saudi Arabia Latvia Hungary Slovak Republic Italy EU total-23 Estonia Brazil England (UK) South Africa
- Flemish Comm.…
Slovenia France Czech Republic Austria Korea Belgium Shanghai (China) Japan
%
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Teachers themselves do not rely heavily on distance learning for their own professional development
Figure A7.6 .
Percentage of lower secondary teachers who participated in selected types of professional development (2018)
10 20 30 40 50 60 70 80 90 100 Lithuania Latvia Slovenia Australia Austria Estonia Netherlands Belgium Fl. Alberta (Canada) New Zealand Turkey Russian Federation Iceland Czech Republic Israel United States Italy OECD average Korea Chinese Taipei England (UK) Shanghai (China) Sweden Norway Denmark Saudi Arabia Spain South Africa Finland Portugal CABA (Argentina)² Brazil Belgium Slovak Republic Hungary Colombia Chile Mexico France Japan French Comm.… % Courses/seminars attended in person Peer and/or self-observation and coaching as part of a formal school arrangement Online courses/seminars Formal qualification programme¹
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The pandemic may place significant strains on education funding
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Private expenditure is at risk, particularly in countries that rely heavily on household expenditure
Figure C3.2.b
Distribution of public and private expenditure on tertiary educational institutions (2017)
10 20 30 40 50 60 70 80 90 100 Colombia Denmark Finland Luxembourg Norway Iceland Austria Sweden Slovenia Belgium Greece Estonia Germany Poland Turkey France EU average Czech Republic OECD average Ireland Slovak Republic Netherlands Lithuania Mexico Spain Hungary Russian Federation Latvia Portugal Italy Israel Canada New Zealand Korea Australia Chile United States Japan United Kingdom All private sources Expenditure from other private entities Household expenditure Public expenditure %
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On average, each USD invested in tertiary education generates a public benefit of USD 3 for a man and USD 2 for a woman
Figure A5.5 .
Financial benefits for each equivalent USD invested in tertiary education for men and women (2017)
1 2 3 4 5 6 7 8 9 10 Ireland Israel Italy United States Australia Portugal Hungary United Kingdom Germany Belgium France Slovenia Chile Austria Turkey EU Average OECD Average Luxembourg New Zealand Poland Korea Spain Finland Czech Republic Canada Slovak Republic Latvia Denmark Norway Switzerland Sweden In equivalent USD converted using PPPs Man Woman
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The crisis has impacted the internationalization of tertiary education.
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In 2018, 5.6 million tertiary students worldwide had crossed a border to study, more than twice the number in 2005
Figure B6.1
Growth in international or foreign enrolment in tertiary education worldwide (1998 to 2018)
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 Millions of students OECD Non-OECD Total, 5.6 Non-OECD, 1.7 OECD, 3.9
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Countries with a large share of international students may see a greater impact…
Figure B6.4
Incoming student mobility in tertiary education, by level of study (2018)
10 20 30 40 50 Luxembourg Australia New Zealand United Kingdom Switzerland Austria Canada Czech Republic Netherlands Hungary Denmark Belgium Germany Ireland Estonia Latvia EU total France Finland Slovak Republic Iceland Portugal Sweden OECD total Italy Lithuania United States Japan Saudi Arabia Slovenia Norway South Africa Russian Federation Poland Spain Greece Israel Argentina Korea Turkey Costa Rica Chile Brazil Colombia Mexico India Indonesia % All tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent 86
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…particularly in countries where foreign students pay higher tuition fees than domestic ones
Table C5.1
Annual average (or most common) tuition fees for bachelor's programmes charged by tertiary institutions to national and foreign students (2017/18)
5 000 10 000 15 000 20 000 25 000 30 000 England (UK)** United States** Chile Canada Japan Australia Korea New Zealand Latvia Ireland Israel Netherlands Italy Spain Portugal Switzerland Austria Belgium Fl.* Belgium Fr. France Germany Denmark Finland* Greece Norway Slovak Republic Slovenia Sweden In USD converted using PPPs National students Foreign students
*Tuition fees may apply for students outside EU/EEA area **Reference year 2016/17
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Professions with vocational qualifications have formed the backbone of economic and social life during the lockdown.
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Employment advantage of vocational skills
Figure A3.2
Employment rates, by age group, educational attainment and programme orientation (2019)
10 20 30 40 50 60 70 80 90 100 25-34 year-olds 35-44 year-olds 45-54 year-olds 55-64 year-olds Below upper secondary Upper secondary or post-secondary non-tertiary (general orientation) Upper secondary or post-secondary non-tertiary (vocational orientation) Short-cycle tertiary Bachelor's, master's or doctoral or equivalent %
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Work experience while studying increases employment prospects
Figure A3.3 Employment rate of 25-34 year-olds who attained vocational upper secondary or post-secondary non-tertiary education, by type of work experience while studying (2016)
40 50 60 70 80 90 100 Switzerland Austria Norway Latvia Slovenia Hungary Belgium Czech Republic Germany Slovak Republic Netherlands Sweden Poland Estonia Average Denmark United Kingdom Portugal Spain Lithuania Ireland France Italy Greece Finland Turkey Iceland % No work experience Apprenticeship Mandatory traineeship Work outside the curriculum
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However, only one in three VET students participate in combined school- and work-based programmes on average
Figure B7.6
Distribution of upper secondary vocational students by type of vocational programme (2018)
10 20 30 40 50 60 70 80 90 100 Costa Rica Czech Republic Greece Italy Japan Korea Lithuania Mexico Brazil Spain Sweden Belgium Israel Estonia Chile Slovak Republic Finland Portugal Poland Luxembourg France Australia Slovenia OECD average EU average Austria United Kingdom Iceland Norway Turkey Germany Switzerland Netherlands Denmark Hungary Ireland Latvia School-based programmes Combined school- and work-based programmes %
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The expansion of tertiary education is a worldwide trend.
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A bachelor’s degree is the most common level of tertiary attainment across countries
Figure A1.6 .
Share of 25-34 year-olds with tertiary education, by level of tertiary education (2019)
10 20 30 40 50 60 70 80 Lithuania Switzerland Ireland Luxembourg Korea Netherlands Belgium Iceland United Kingdom Poland Denmark Estonia Australia Finland Greece New Zealand Russian Federation United States EU average OECD average Slovak Republic Canada Slovenia Norway Sweden Portugal Israel Latvia France Germany Spain Czech Republic Colombia Hungary Italy Argentina Austria Turkey Chile Mexico Costa Rica Brazil India Indonesia China South Africa Short-cycle tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent %
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Higher educational attainment is associated with higher incomes
Figure A4.2
Relative earnings of tertiary-educated adults compared to earnings of adults with an upper secondary education (2018)
80 100 120 140 160 180 200 220 240 Brazil Chile Colombia Costa Rica Lithuania Hungary United States Portugal Turkey Slovenia Germany Mexico Czech Republic Ireland Slovak Republic Poland OECD average Israel EU average Spain Austria Netherlands France Latvia Luxembourg Switzerland Canada Belgium Greece United Kingdom Italy Korea Finland Estonia New Zealand Australia Denmark Sweden Norway All tertiary Short-cycle tertiary Bachelor's or equivalent Master’s, Doctoral or equivalent
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Beyond the economic and employment outcomes, higher educational attainment brings greater social benefits
Figure A6.4
Percentage of adults who feel they have a say in what the government does, by educational attainment (2016 or 2018)
10 20 30 40 50 60 70 80 90 100 Norway Korea New Zealand Sweden¹ United States Turkey Iceland¹ Average Australia Israel Chile Spain Slovak Republic Latvia India Lithuania¹ Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary International Social Survey Programme (ISSP) (2016) %
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Early childhood education and care (ECEC) has experienced a surge of policy attention in OECD countries in recent decades.
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Enrolment of 3-5 year-olds in pre-primary or primary education rose from 75% in 2005 to 88% in 2018, on average
Figure B2.2
Change in enrolment rates of children aged 3 to 5 years (2005, 2010 and 2018)
10 20 30 40 50 60 70 80 90 100 France Ireland Israel United Kingdom Denmark Belgium Spain Iceland Norway Korea Germany Sweden Italy New Zealand Latvia Hungary Japan Estonia Slovenia EU average Portugal Austria Netherlands OECD average Luxembourg Czech Republic Lithuania Poland Brazil Australia Russian Federation Mexico Finland Chile Slovak Republic Argentina Colombia Indonesia United States Costa Rica Switzerland Turkey Saudi Arabia 2018 2010 2005 %
Connecticut 75% Rhode Island 50%
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Expenditure on 3-5 year-olds in education as a share of GDP has fallen in half of OECD countries between 2013 and 2017
Figure B2.4
Expenditure on children aged 3 to 5 enrolled in ECEC (ISCED 0) and primary education as a percentage of GDP (2013 and 2017) 0.0 0.2 0.4 0.6 0.8 1.0 1.2 Iceland Norway Sweden Israel Chile New Zealand France Estonia United Kingdom Slovenia Latvia OECD average Poland Belgium Mexico Portugal Australia EU average Finland Spain Germany Lithuania Italy Luxembourg Austria Slovak Republic Korea Czech Republic Colombia United States Netherlands Turkey Greece 2017 2013 % of GDP
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Spending on education
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Spending on education institutions ranges from 3%
- f GDP in Luxembourg to more than 6% in Norway
Figure C2.1
Total expenditure on educational institutions as a percentage of GDP (2017)
1 2 3 4 5 6 7 Norway New Zealand Chile United… Israel United States Australia Canada Iceland Belgium Denmark Colombia Sweden France Finland Netherlands Portugal Korea Turkey OECD average Austria EU average Mexico Estonia Poland Spain Slovenia Germany Japan Latvia Hungary Italy Slovak… Czech Republic Russian… Ireland Lithuania Luxembourg All tertiary Primary, secondary, and post-secondary non-tertiary %
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OECD countries spent an average of USD 11 200 per student on primary to tertiary education in 2017
Figure C1.1
Total expenditure on primary to tertiary educational institutions per full-time equivalent student, by source of funds (2017)
5 000 10 000 15 000 20 000 25 000 Luxembourg United States Norway Austria Sweden Canada Belgium United Kingdom Iceland Netherlands Germany Denmark Australia France Korea Japan Finland EU average OECD average New Zealand Ireland Italy Portugal Spain Slovenia Israel Estonia Czech Republic Poland Hungary Slovak Republic Latvia Lithuania Chile Russian Federation Turkey Colombia Mexico Argentina Brazil Costa Rica Greece Switzerland Public expenditure on all educational institutions Private expenditure on all educational institutions
Equivalent USD
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Between 2012 and 2017, education expenditure grew by 1.4% per year on average, while the number of students remained stable
Figure C1.4
Average annual growth in total expenditure on primary to tertiary educational institutions per full-time equivalent student (2012 to 2017)
- 4
- 2
2 4 6 8 Hungary Iceland Slovak Republic Colombia Poland Estonia Latvia Chile Norway Turkey United States OECD average EU average United Kingdom Israel Germany Portugal Netherlands Austria Sweden Belgium New Zealand Lithuania Italy France Spain Czech Republic Russian Federation Canada Slovenia Finland Mexico Students Total expenditure Total expenditure per student %
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