Education at a Glance 2007 Organisation for Economic Co-operation and Development (OECD) 18 September :00 Paris time Under embargo until

In the dark… …all schools and education systems look the same… But with a little light….

But with a little light…. …important differences become apparent….

Quantity and quality challenges Changes in qualification levels (the past) Changes in graduation rates (the present) Changes in entry rates (best guess for the future)

Growth in university-level qualifications Approximated by the percentage of persons with ISCED 5A/6 qualification born in the age groups shown below (2005) % A1.3a 1.Year of reference Year of reference

Growth in university-level qualifications Approximated by the percentage of persons with ISCED 5A/6 qualification born in the age groups shown below (2005) % A1.3a 1.Year of reference Year of reference

Population that has attained tertiary education Percentage of the population that has attained tertiary-type B education or tertiary type A and advanced research programmes, by age group % A1.3 An estimate of the expanding rate at which successive cohorts entering the labour market have attained tertiary level can be obtained by looking at the highest qualification held by adults of various ages today

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- 64-year-olds with ISCED 5A and 6 levels of education, by fields of education (2004) A1.5b 1. Year of reference Only ISCED 5A of educational attainment. In all countries there are more younger than older science graduates, and graduate output in science has accelerated faster than across all fields

Tertiary-type A graduation rates (2000, 2005) Percentage of tertiary type A graduates to the population at the typical age of graduation % A Decline of the relative position of the UK over a 5-year-period ( )

Tertiary-type A graduation rates, by duration of programme (2005) Percentage of tertiary-type A graduates to the population at the typical age of graduation % A3.2 1.Net graduation rate is calculated by summing the graduation rates by single year of age in Year of reference 2004

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-64-year-olds with ISCED 5A and 6 levels of education, by fields of education (2004) A1.5t 1. Year of reference Only ISCED 5A of educational attainment. Ratios larger than 1 mean that there are more younger than older graduates

Number of tertiary science graduates per employed 25-to-34-year-olds (2005) Tertiary-type A, tertiary-type B and advanced research programmes, by gender A3.4

Gender difference in instrumental motivation and tertiary-type A graduates in mathematics Gender difference (M-F) in index of instrumental motivation in mathematics at 15 years-old (2003)2. Percentage of tertiary type-A qualifications awarded to females in mathematics and computing (2005)1. A3.5 1.Percentage of females graduated in mathematics and computing for tertiary-type A and advanced programmes. 2.The greater the gender difference, the less females are motivated compared to males. R 2 =0.35 Countries in green show the highest scores for mathematics in the instrumental motivation index (more than 30). Countries in red show the lowest scores for mathematics in the instrumental motivation index (less than -.25).

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-64-year-olds with ISCED 5A and 6 levels of education, by fields of education (2004) Arts and Humanities A1.5a 1. Year of reference Only ISCED 5A of educational attainment.

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- 64-year-olds with ISCED 5A and 6 levels of education, by fields of education (2004) Engineering A1.5c 1. Year of reference Only ISCED 5A of educational attainment.

Entry rates into tertiary type A education Sum of net entry rates for each year of age % Entry rates in tertiary –type A substantially increased between 1995 and 2005, by 18 percentage points on average in OECD countries. Between 2000 and 2005, the growth exceeds 10 percentage points in more than one- quarter of the 24 OECD countries with available data. While the proportion of the UK’s age cohort entering tertiary-type A programmes was 48% in 1998 – significantly above the OECD average of then 40% in 2005 it was 51%, compared to an OECD average of 54%. C2.1

Percentage of 15-year-olds expecting to complete tertiary education (2003) A4.1 %

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?

The effects of tertiary expansion: A high calibre workforce or the overqualified crowding out the lesser qualified? Lower secondary unemployment rate as a ratio of upper secondary unemployment rate A1.4 “Top group” The nine countries that expanded tertiary education fastest in the 1990s (5.9% on average) “Middle group” The eight countries with modest increases in tertiary education (2.4% on average) (UK) “Bottom group” The nine countries with no or very modest increases in tertiary education (0.1% on average) In those countries that did not expand tertiary education (the bottom group), failure to complete upper secondary education is now associated with an 80% greater probability of being unemployed, compared to less than 50% in the top group.

Changes in tertiary education and changes in unemployment for lower secondary educated adults: late 1990s and early 2000s Percentage point change within the periods Change in unemployment Change in tertiary attainment levels between and A1.5 Countries in green had the fastest growth in tertiary attainment and close to zero or negative growth in unemployment. Countries in red had low or no growth in tertiary attainment but substantial growth in unemployment among the lower educated.

% of index A9.2 Relative earnings from employment (2005 or latest available year) By level of educational attainment and gender for 25-to-64-year-olds (upper secondary and post-secondary non-tertiary education=100) 1. Year of reference Year of reference Year of reference Year of reference 2005.

% of index A9.2 Relative earnings from employment (2005 or latest available year) By level of educational attainment and gender for 25-to-64-year-olds (upper secondary and post-secondary non-tertiary education= 100). 1. Year of reference Year of reference Year of reference Year of reference r Note also: rising higher education qualifications seem generally not to have led to an “inflation” of the labour-market value of qualifications. In all but three of the 20 countries with available data, the earnings benefit increased between 1997 and 2003, in Germany, Italy and Hungary by between 20% and 40%

Percentage points A8.3 Difference between unemployment rates of females and males, by level of education attainment Gender differences in unemployment are much smaller for those with higher qualifications

Private internal rates of return for an individual obtaining an upper secondary or post-secondary non- tertiary education, ISCED 3/4 and for an individual obtaining a university-level degree, ISCED 5/6 (2003) A9.1

% A9.6a Private internal rates of return for females obtaining a university-level degree, ISCED 5/6 (2003) When an individual attains the next higher level of education at age 40, private rates of return to tertiary education are generally higher than those for the achievement of upper secondary education, except for Denmark, New Zealand and the United States. At the tertiary level, the additional incentive created by eliminating tuition costs tends to be weaker, as can be seen in countries such as Denmark, Finland and Norway. Nevertheless, the impact is significantly larger in Belgium, Hungary, Korea, the United Kingdom and the United States.

% A9.6b Private internal rates of return for males obtaining a university-level degree, ISCED 5/6 (2003)

Expected years in education and not in education for 15-to-29-year-olds (2005) Number of years, by work status C4.2 Years

Student mobility in tertiary education (2005) Percentage of international students enrolled in tertiary education 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.

Distribution of foreign students by country of destination (2005) Percentage of foreign tertiary students reported to the OECD who are enrolled in each country of destination C3.2 The United States receives the most of foreign students (in absolute terms), followed by the United Kingdom, Germany and France. Altogether, these four major destinations account for 52% of all tertiary students pursuing their studies abroad.

Trends in international education market shares (2000, 2005) Percentage of all foreign tertiary students enrolled by destination. OECD countries Non-OECD countries C3.3 Market share (%) The United States saw a significant drop as a preferred destination of foreign students, from 26.1 to 21.6% of the global intake. Austria, Belgium, Germany, Spain, Switzerland and the United Kingdom saw a lesser decline; In contrast, the market shares of France, New Zealand and the partner economies South Africa and the Russian Federation expanded by 1 percentage point or more.

Proportion of international and foreign students in tertiary graduate output (2005) Percentage of tertiary qualifications awarded to international students % C3.5

Equity challenges How well are countries using their potential to generate future human capital by providing equitable learning opportunities?

Population that has attained at least upper secondary education (2005) Percentage by age group % A Excluding ISCED 3C short programmes 2. Year of reference Including some ISCED 3C short programmes 3. Year of reference On average, across OECD countries, less than one-third of adults (29%) have obtained only primary or lower secondary levels of education, 41% of the adult population has completed an upper-secondary education and one–quarter (26%) have achieved a tertiary level of education

Growth in baseline qualifications A world of change Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, und years % A Excluding ISCED 3C short programmes 2. Year of reference Including some ISCED 3C short programmes 3. Year of reference

Upper secondary graduation rates (1995, 2005) Percentage of graduates to the population at the typical age of graduation (unduplicated count) % A2.1

Access to tertiary-type A education for upper secondary graduates (2005) % A2.2

Occupational status of higher education students’ fathers Proportion of students with fathers from a blue-collar background compared with men of corresponding age group as students’ fathers in blue –collar occupations A7.1 Source: EUROSTUDENT 2005.

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 A7.2a 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.

Educational status of students’ fathers 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 A7.2b

Proportion of students in higher education ( ) from a blue-collar background and between school variance in PISA 2000 A7.3 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.

% A9.3 Differences in earnings between females and males (2005 or latest available year) Average female earnings as a percentage of male earnings (30 to 44 age group), by level of educational attainment

Difference in mathematics performance associated with students’ programme orientation (2003) Performance on the mathematics scale C1.1

Resource and efficiency challenges As the place and mode of educational provision has largely remained unchanged, the labour-intensiveness of education have made costs rise over time.

Cumulative expenditure on educational institutions per student over the theoretical duration of primary and secondary studies (2004) Annual expenditure on educational institutions per student multiplied by the theoretical duration of studies, in equivalent USD converted using PPPs B1.5a 1. Public institutions only.

Changes in the number of students as well as changes in expenditure on educational institutions per student primary to secondary education (1995,2004) Index of change between 1995 and 2004 (1995=100, 2004 constant prices) Index of change (1995=100) B1.7a

Annual expenditure on educational institutions per student for tertiary institutions B1.2 Expenditure per student (Equivalent USD converted using PPPs) Tertiary education is not the exception, where expenditure per student ranges from USD in the Russian Federation to more than USD in Switzerland and the United States.

B6.2 Expenditure on educational core services, R&D and ancillary services in tertiary educational institutions as a percentage of GDP (2004) % of GDP 1.Some levels of education are included with others. 2.Total expenditure at tertiary level including R&D expenditure 3.Year of reference Total expenditure at tertiary level excluding R&D expenditure

Expenditure on educational institutions per student at various levels of education for all services relative to primary education (2004) Primary education = 100 Index B1.4 OECD countries spend, on average, 2.0 times as much on education per student at the tertiary level than at the primary level, but spending patterns vary widely among countries. For example, whereas Greece, Iceland, Italy and Poland only spend between 1.1 and 1.5 times as much on a student in tertiary education as on a student in primary education, Mexico, the Slovak Republic and Turkey, and the partner economies Brazil and Chile, spend more than 3.0 times on a student at the tertiary level.

Changes in the number of students as well as changes in expenditure on educational institutions per student, tertiary education (1995,2004) Index of change between 1995 and 2004 (1995=100, 2004 constant prices) B1.7b

Expenditure on educational institutions as a percentage of GDP for all levels of education (1995, 2004) B2.1 OECD countries spend 6.2% of their collective GDP on educational institutions. The increase in spending on education between 1995 and 2004 fell behind the growth in national income in one-third of the OECD countries and partner economies for which data are available.

Change in expenditure on educational institutions between 1995 and 2004 For tertiary education (1995=100, constant prices) B2.4b

Share of private expenditure on tertiary institutions (1995, 2004) % B3.3c

Average annual tuition fees charged by tertiary-type A public institutions for full-time national students, in US Dollars converted using PPPs (school year 2004/2005) Italy (56%) Austria (37%), Spain (43%), Czech Republic (41%), Denmark (57%), Finland (73%), Ireland (45%), Iceland (45%), Norway (76%), Poland (76%), Sweden (76%) Canada (m) Israel1 (55%) Australia (82%), Japan (41%), Korea (51%) United Kingdom1 (52%) New Zealand (79%), Netherlands1 (59%) United States (64%) Belgium (Fr. and Fl.) (33%) Turkey (27%), France (m) USD B Public institutions do not exist at this level of education and most of the students are enrolled in government dependent institutions. This chart does not take into account grants, subsidies or loans that partially or fully offset the students’ tuition fees.

Public subsidies for education in tertiary education (2004) Public subsidies for education to households and other private entities as a percentage of total public expenditure on education, by type of subsidy B5.2

Relationships between average tuition fees charged by public institutions and proportion of students that benefit from public loans or/ and scholarships / grants in tertiary-type A education (school year 2004/2005) For national full-time national students, in USD converted using PPPs Average tuition fees charged by public institutions in USD % of students that benefit from public loans or/ and sholarships / grants 1.Public institutions do not exist at this level of education and all students are enrolled in government-dependent institutions. 2.Average tuition fees from 160 to 490 USD. B5.3

Total number of intended instruction hours in public institutions between the ages of 7 and 14 (2005) Total number of intended instruction time in hours D1.1

Average class size in primary education (2005) D2.1a 1.Public institutions only 2.Years of reference 2001 and 2005.

Average class size in educational institutions, lower secondary education (2005) Number of students per classroom D2.2

Teachers’ salaries (minimum, after 15 years experience, and maximum) in lower secondary education Annual statutory teachers’ salaries in public institutions in lower secondary education, in equivalent USD converted using PPs, and the ratio of salary of 15 years of experience to GDP per capita Equivalent USD converted using PPPs D3.2

Changes in teachers’ salaries in lower secondary education, by point in the salary scale (1996,2005) Index of change between 1996 and 2004 (1996=100, 2005 price levels using GDP deflators) Index of change D3.3

Number of teaching hours per year, by level of education (2005) Net contact time in hours per year in public institutions Hours per year D4.2

Efficiency levels in primary and lower secondary education Potential for increasing learning outcomes at current levels of resources in primary and lower secondary education across OECD countries as a whole Rate of efficiency B7.1 According to this chart, across OECD countries, there is potential for increasing learning outcomes by 22% while maintaining current levels of resources (output efficiency). The scope for reducing the resources devoted to education while maintaining the current levels of outcomes is slightly larger, at 30% (input efficiency).

Survival rates in tertiary education (2004) Number of graduates divided by the number of new entrants in the typical year of entrance to the specified programme A3.6 % Note: The survival rates in tertiary education represent the proportion of those who enter a tertiary-type A or a tertiary-type B programme.

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