Education at a Glance OECD Indicators 2019 OUTLINE Tertiary - - PowerPoint PPT Presentation

OECD Indicators 2019

Education at a Glance

OUTLINE

Tertiary education

Completion and attainment

In Israel, 60% graduate by the end of the theoretical duration of the programme compared to 39% on average

Figure B5.1a

Completion rate of full-time students who entered a bachelor's or equivalent programme (2017)

10 20 30 40 50 60 70 80 90 100

United Kingdom Ireland Lithuania Israel Canada Norway Finland Sweden France Average Switzerland United States Iceland New Zealand Australia Estonia Brazil Flemish Comm. (Belgium) Portugal Netherlands French Comm. (Belgium) Austria Slovenia Chile

% Completion rate by the theoretical duration Completion rate by the theoretical duration plus three years

Tertiary attainment has expanded in the past decade in all OECD and partner countries

Table A1.2

Trends in tertiary educational attainment of 25-34 year-olds, 2008 and 2018

10 20 30 40 50 60 70 80

Korea Canada Japan Norway Ireland United Kingdom Israel Belgium Australia Lithuania United States Sweden France Spain Netherlands Luxembourg Switzerland Finland Denmark Estonia OECD average Iceland Austria EU23 average Poland Slovenia Latvia Greece Costa Rica Hungary Germany Portugal Italy Slovak Republic Czech Republic Mexico Turkey Brazil

% 2008 2018

The gap is closing among younger adults

Share of tertiary-educated adults by age group, 2018

OECD.Stat

48% 56% 51% 48% 44% 42% 33% 27% 25-34 years 35-44 years 45-54 years 55-64 years Israel OECD average

Good labour market outcomes

Those with tertiary education are less likely to be NEET

Fig.A2.4 Percentage of NEETs (neither employed nor in education or training) among 25-29 year-olds, by educational attainment (2018) 10 20 30 40 50 60 70

Greece Turkey Italy South Africa Slovak Republic Spain Chile1 Colombia Mexico Costa Rica Brazil Estonia Russian Federation France Belgium OECD average EU23 average Australia Poland Canada Israel Denmark Ireland Czech Republic Portugal Argentina Latvia Finland United States Slovenia Hungary Austria Luxembourg New Zealand United Kingdom Germany Switzerland Lithuania Sweden Norway Netherlands Iceland

Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary %

Earnings increase with higher tertiary attainment…

Figure A4.1

Relative earnings of tertiary-educated adults compared to those with upper secondary education, by tertiary attainment level (2017) 50 100 150 200 250 300 350 400 450 500

Chile Costa Rica Mexico Ireland Portugal United States Germany Hungary Lithuania Canada Spain Israel France Korea OECD average Czech Republic United Kingdom Poland Luxembourg Switzerland EU23 Average Latvia Australia Netherlands Estonia New Zealand Greece Finland Slovak Republic Belgium Norway Sweden Denmark Austria

Bachelor's or equivalent Short-cycle tertiary Master's, doctoral or equivalent Index

… and with professional experience

Figure A4.2

Relative earnings of tertiary-educated adults compared to those with upper secondary education, by age group (2017) 100 120 140 160 180 200 220 240 260 280 300

Chile Colombia Ireland Costa Rica Portugal Hungary Mexico Slovak Republic Germany Czech Republic Lithuania Turkey France Spain United States Netherlands Poland OECD average Switzerland Austria Korea EU23 Average Luxembourg Israel Canada United Kingdom Greece Australia Latvia Italy Finland Denmark Norway Belgium New Zealand Sweden Estonia

45-54 year-old workers 25-34 year-old workers Index

The rewards are not all financial

Tertiary-educated adults are more likely to participate in cultural and sporting activities…

Figure A6.2

Participation in cultural or sporting activities in the previoius 12 months, by educational attainment (2015 or 2017)

10 20 30 40 50 60 70 80 90 100

Iceland Switzerland Norway Finland Sweden Luxembourg Netherlands France Denmark Czech Republic Slovenia Portugal Germany United Kingdom Average Austria Ireland Latvia Estonia Belgium Lithuania Slovak Republic Poland Spain Hungary Greece Italy

% Tertiary Upper secondary or post-secondary non-tertiary Below upper secondary European Union Statistics on Income and Living Conditions 10 20 30 40 50 60 70 80 90 100

New Zealand Israel Russian Federation

%

International Social Survey Programme

…and are also more likely to keep improving their skills through continuous adult learning

Figure A7.1

Participation of 25-34 year-olds in education and training, by educational attainment(2016)

10 20 30 40 50 60 70 80 90 100

Switzerland Netherlands Sweden Austria Norway France Italy Portugal Slovenia Luxembourg Ireland Germany United Kingdom Hungary Denmark Czech Republic Average Finland Latvia Belgium Spain Slovak Republic Estonia Turkey Poland Lithuania Greece

%

Tertiary Upper secondary or post-secondary non-tertiary Below upper secondary Adult Education Survey (AES)

10 20 30 40 50 60 70 80 90 100

United States New Zealand Chile Korea Canada Israel Costa Rica Japan Australia Russian Federation

%

Survey of Adult Skills (PIAAC) or national surveys

Fields of study by level of tertiary education

The choice of the field of study changes at the doctoral level

OECD.Stat

Distribution of graduates, by field of study and tertiary level of education (2017)

10 20 30 40 50 60 70 80 90 100 Bachelor’s or equivalent level Master’s or equivalent level Doctoral or equivalent level % Agri., forestry, fisheries and veterinary Natural sciences, mathematics and statistics Information and Communication Technologies Arts and humanities Health and welfare Eng., manufacturing and construction Education Business, administration and law Social sciences, journalism and information

Student mobility has increased

The number of international students has more than doubled in less than 20 years

Figure B6.2

Growth in international or foreign enrolment in tertiary education worldwide (1998 to 2017) 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 Millions of students OECD Non-OECD

Total, 5.3 Non-OECD, 1.6 OECD, 3.7

The share of international students has increased since 2010 in most OECD countries

Figure B6.1

Incoming student mobility in tertiary education in 2010 and 2017

2 4 6 8 10 12 14 16 18 20 22

Luxembourg Australia New Zealand United Kingdom Switzerland Austria Canada Czech Republic Netherlands Denmark France Hungary EU23 Total Ireland Belgium Germany Estonia Finland Latvia Slovak Republic Iceland Sweden Portugal OECD Total Italy United States Saudi Arabia Lithuania South Africa Poland Russian Federation Slovenia Greece Spain Norway Israel Korea Turkey Mexico Chile China Brazil Colombia India

% 2017 2010 (or closest available year)

=47 =44

Main message

Tertiary attainment rates for younger adults are not as far above the OECD average as for the older generation, but labour market advantages remain strong

Early childhood education and care

Participation in early childhood education and care is high and keeps increasing

Figure B2.2

Change in enrolment rates of children aged 3 to 5 years (2005, 2010 and 2017)

10 20 30 40 50 60 70 80 90 100

United Kingdom France Israel Belgium Ireland Denmark Iceland Spain Norway Germany New Zealand Korea Netherlands Sweden Italy Latvia Hungary Portugal Japan Estonia EU23 average Slovenia Austria Czech Republic Luxembourg OECD average Lithuania Brazil Australia Mexico Russian Federation Poland Finland Chile Argentina Slovak Republic Indonesia United States Greece Colombia Costa Rica Switzerland Turkey Saudi Arabia

% 2017 2010 2005

Emphasise on the early stages of ECEC

Figure B2.1

Enrolment rates of children under the age of 3 in all early childhood education and care (ECEC) services, by age (2017)

10 20 30 40 50 60 70 80 90 100 Iceland (0 years) Luxembourg (0 years) Netherlands (3 years) Norway (0 years) Korea (0 years) Israel (0 years) Denmark (26 weeks) New Zealand (0 years) Sweden (1 year) Slovenia (11 months) Australia (0 years) Colombia (0 years) Germany (0 years) Portugal (0 years) Spain (0 years) France (2-3 years) OECD average EU23 average Finland (9 months) Japan (3 years) Latvia (1.5 years) Estonia (0 years) Lithuania (0 years) Brazil (0 years) Chile (3 months) Austria (0 years) Russian Federation (0 years)1 Hungary (20 weeks) Poland (3 years) Costa Rica (0 years) Mexico (1.5 months) Turkey (m) Under the age of 3 Under the age of 1 Age 1 Age 2

%

Note: Figures in parentheses refer to the age when ECEC systems start offering intentional education objectives.

Sustained public financial support is critical for the growth and quality of ECEC programmes

Figure B2.3

Expenditure on all children aged 3 to 5 enrolled in early childhood education and care (ISCED 0) and primary education as a percentage of GDP (2016)

0.2 0.4 0.6 0.8 1 1.2

Sweden Iceland Norway Chile Israel New Zealand United Kingdom France Estonia Poland Slovenia Hungary EU23 average Belgium OECD average Finland Latvia Portugal Australia Mexico Spain Lithuania Korea Germany Italy Luxembourg Austria Costa Rica Slovak Republic Czech Republic Colombia United States Netherlands Turkey Ireland Switzerland

% of GDP

Teachers’ aides brings the number of children per ECEC staff below the OECD average

Figure B2.4

Ratio of children to staff in pre-primary (ISCED 02) education (2017)

Note: Figures in parentheses show the percentages of teachers' aides among ECEC contact staff (teachers and teachers' aides).

5 10 15 20 25 30 35

Colombia (m) Mexico (0%) United Kingdom (84%) Chile (58%) France (31%) Israel (57%) Brazil (15%) Switzerland (m) Turkey (m) Portugal (m) OECD average (27%) EU23 average (21%) Belgium (0%) Poland (m) Japan (m) Spain (m) Norway (60%) Austria (34%) Czech Republic (6%) Korea (m) Sweden (60%) Italy (0%) Costa Rica (0%) Slovak Republic (1%) Hungary (a) Russian Federation (m) Lithuania (34 %) Greece (0%) Latvia (m) Finland (m) Germany (9%) Estonia (m) Slovenia (m) New Zealand (m) Iceland (m)

Number of children per ECEC staff

Children to contact staff (teachers and teachers' aides) Children to teaching staff

Main message

Compulsory education in Israel starts very early. This is reflected in the high enrolment in ECEC services. Israel has a higher than average share of the national wealth devoted to this level of education, however the expenditure per student is lower than the OECD average.

General and vocational secondary education

Sharper increase and decrease in the upper secondary enrolment rates by age in Israel

Figure B1.2

Enrolment rates by level of study (2017)

10 20 30 40 50 60 %

Upper secondary general programmes Upper secondary vocational programmes All tertiary

10 20 30 40 50 60

14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Years of age

OECD average Israel

The average age of upper secondary graduates from vocational programmes is one of the lowest

Figure B3.1

Average age of first-time upper secondary and post-secondary non-tertiary graduates, by programme orientation (2017)

15 20 25 30 35 40 45 Canada Australia Iceland Norway Denmark Finland Spain Germany Hungary OECD Average Netherlands Lithuania EU23 Average Latvia Luxembourg Brazil Czech Republic Portugal Poland United Kingdom Austria Belgium Slovak Republic Slovenia Italy Costa Rica Mexico Sweden Korea Greece Turkey Chile Israel Colombia Upper secondary vocational programmes Upper secondary general programmes Post-secondary non-tertiary vocational programmes

Lower education enrolment rates among younger adults is associated with Israel’s military service

Percentage of 18-24 year-olds not in education, by labour market status (2018)

10 20 30 40 50 60 70 80 Israel Colombia Brazil Mexico Turkey New Zealand South Africa United Kingdom Costa Rica Argentina United States Canada Hungary Chile1 Austria Norway Iceland Australia OECD average Italy Sweden France Estonia Slovak Republic Russian Federation Portugal Switzerland Poland Latvia Ireland Finland EU23 average Spain Germany Lithuania Greece Denmark Belgium Luxembourg Netherlands Slovenia Unemployed Inactive Employed

%

Figure A2.1

Most 15-24 year-olds in vocational programmes are enrolled at the secondary level

Figure SDG.4

Enrolment rate of 15-24 year-olds in vocational education and training, by level of education (2017)

5 10 15 20 25 30 35 40 Slovenia Austria Turkey Czech Republic Belgium Switzerland Netherlands Slovak Republic Luxembourg Italy Finland Germany Australia Poland France United Kingdom EU23 average Norway OECD average Russian Federation Chile Portugal Latvia Israel Spain Korea Hungary Greece Mexico Denmark Estonia Sweden Indonesia Iceland Lithuania Colombia Ireland Brazil Secondary Post-secondary non-tertiary Short-cycle tertiary %

Unemployment rates of younger adults with a vocational degree is higher than those with a general degree

Unemployment rate of 25-34 year-olds with upper secondary or post-secondary non-tertiary education, by programme orientation 5.7 8.4 6.4 6.8 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 Israel OECD average % General Vocational

OECD.Stat

Main message

Military service in Israel affects international

• comparisons. Most notably, the enrolment and

graduation rates by age

Finance

Spending per student in Israel is lower than the OECD average…

Total expenditure on educational institutions per full-time equivalent student, by level of education (2016)

10000 20000 30000 40000 50000 60000 Luxembourg United States Sweden United Kingdom Canada1 Norway Netherlands Japan Austria Belgium Finland Germany France Australia EU23 average OECD average New Zealand Iceland Ireland Estonia Spain Italy Slovak Republic Hungary Slovenia Israel Portugal Turkey Korea Czech Republic Chile2 Poland Russian Federation Lithuania Latvia Mexico Colombia2 Primary, secondary, and post-secondary non-tertiary Tertiary

Equivalent USD

Figure C1.1.

… but spending as % of GDP is higher

Figure C2.1.

Total expenditure on educational institutions as a percentage of GDP (2016)

1 2 3 4 5 6 7

Norway New Zealand Chile United Kingdom United States Israel Canada Australia Belgium Colombia Iceland Finland Turkey Sweden Korea Netherlands France Mexico Portugal OECD average Austria EU23 average Estonia Poland Hungary Spain Slovenia Latvia Germany Japan Slovak Republic Italy Lithuania Ireland Czech Republic Luxembourg Russian…

Primary, secondary, and post-secondary non-tertiary All tertiary %

70 80 90 100 110 120 130 140 150

Chile Israel Latvia Slovak Republic Iceland Poland Lithuania Norway Mexico Germany United Kingdom OECD average Czech Republic Sweden Japan Belgium EU23 average Netherlands Finland Canada France United States Estonia Australia Italy Spain Slovenia Ireland

Index (2010=100)

Change in total expenditure (2010 = 100) Change in number of students (2010 = 100) Change in expenditure per student (2010 = 100)

Spending on education increased by 42% while the number of students increased by 14% since 2010

Index of change in total expenditure on primary, secondary and post-secondary non-tertiary educational institutions per full-time equivalent student (2016)

Table C1.3

• Col. 3,6 & 9

Main message

Israel spends one of the highest share of its gross domestic product (GDP) on education The strong increase in the number of students is accompanied by a even stronger increase in expenditure per student

Teachers

Good progression of teachers’ salary throughout the career

Figure D3.2.

Lower secondary teachers’ statutory salaries at different points in teachers' careers (2018)

20 000 40 000 60 000 80 000 100 000 120 000 140 000 160 000

Luxembourg Germany Switzerland Denmark Spain Australia Netherlands Austria United States Sweden Norway Iceland Flemish Comm. (Belgium) Canada Finland French Comm. (Belgium) Ireland Scotland (UK) EU23 Average OECD average Portugal Italy France Korea New Zealand Japan England (UK) Slovenia Mexico Turkey Chile Estonia Czech Republic Israel Lithuania Greece Colombia Hungary Slovak Republic Brazil Latvia Poland Costa Rica

Starting salary/minimum qualifications Salary after 15 years of experience/most prevalent qualifications Salary at top of scale/maximum qualifications

Equivalent USD converted using PPPs

The material rewards are greater for school heads

Figure D3.5

Actual salaries of lower secondary teachers and school heads (2017)

USD 69 544 USD 42 476

20 000 40 000 60 000 80 000 100 000 120 000

England (UK) Australia United States Netherlands Austria Flemish Comm. (Belgium) French Comm. (Belgium) Denmark Italy Finland New Zealand France Israel OECD average Costa Rica Scotland (UK) EU23 Average Norway Portugal Sweden Iceland Slovenia Chile Poland Czech Republic Greece Estonia Turkey Latvia

Actual salaries of school heads Actual salaries of teachers

Equivalent USD converted using PPPs

Despite a strong increase in the number of students, class size in Israel did not increase

Figure D2.3

Average class size in primary education (2005 and 2017)

5 10 15 20 25 30 35 Korea Chile Japan Turkey Israel Brazil Ireland United Kingdom Australia Germany OECD average Spain Czech Republic United States Poland Austria Hungary Mexico Slovak Republic EU23 Average Estonia Greece Denmark Portugal Iceland Italy Slovenia Luxembourg Russian Federation Lithuania 2005 2017

Most countries face a trade-off between increasing teachers’ salaries or reducing class size

Figure C7.3

Index of change in teachers' salaries and in average class size in primary education between 2005 and 2017

Japan Israel Hungary Greece Italy Portugal Austria Mexico Slovenia Spain Turkey Ireland Germany Australia Iceland Korea Czech Republic1 Denmark England (UK) Luxembourg Poland United States

60 70 80 90 100 110 120 130 60 70 80 90 100 110 120 130 140 150 Change in average class size (2005 = 100) Change in teachers' statutory salary after 15 years of experience (2005 = 100)

Israeli teachers have less time than average to spent

• n activities other than teaching

Figure D4.4

Percentage of lower secondary teachers' working time spent teaching (2018)

Chile Latvia United States Colombia Scotland (UK) Netherlands Switzerland Germany Spain

Israel

France Norway Lithuania Slovak Republic Hungary Iceland Czech Republic Portugal Japan Austria Estonia Korea Turkey Poland

30% 40% 50% 60% 70% 400 500 600 700 800 900 1000 1100

Percentage of total statutory working time spent teaching Country average Country average

Net teaching hours

Main message

Teachers’ salaries have significantly increased in recent years, contributing to the efforts to replace retiring teachers with top talent

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