Education at a Glance 2006
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT
Education at a Glance 2006 provides a rich, comparable and up-to-date collection of indicators on the performance of education systems. While the focus is on the 0 OECD countries, the indicators also include a number of partner countries from throughout the world. Theindicators look at who participates in education, what is spent on it, how education and learning systems operate and a wide range of outcomes, from how well secondary school children can solve problems to the effect of education on adults’ chances of securing employment. New material in this edition includes further analysis of results of the 200 survey of the OECD’s Programme for International StudentAssessment (PISA), covering the lowest performing students and the effects of family background (Indicator A6), the way classes are organised in schools (Indictor A7) and student access to and use of Information and Communication Technology (ICT) (Indicator D5). Other new data cover: tertiary qualifications (Indicator A); survival rates in tertiary education (Indicator A); the impact ofdemographic trends on education systems and implications for expenditure to the year 2015 (Indicator A11); average tuition fees charged by educational institutions (Indicator B5); trends in expected years of education (Indicator C1); a global picture of the distribution of foreign students by destinations and their contribution to the graduate output of their country of study (Indicator C); andinstruction time per subject for 9-to-14-year-olds (Indicator D1). Key findings for this edition are as follows:
Educational attainment is rising across the OECD area
As ever more students participate in education beyond compulsory schooling, the rate of completion of upper secondary education has risen to above eight in ten, and the rate of completion of tertiary education at the level of atraditional degree is now above one-third. However, these averages for the OECD mask wide variations across countries, especially at the tertiary level, where graduation rates are only around one in five in Austria, the Czech Republic and Germany, and one in ten in Turkey. This will have important consequences for the distribution of highly qualified labour in the years ahead. The indicators show that: • Inmost OECD countries, the vast majority of young people are completing upper-secondary education, normally in programmes giving access to further study. • Some countries saw large increases in the proportion of young people obtaining university degree-level qualifications between 2000 and 2004. The greatest increases were in Italy and Switzerland, where the availability of new shorter durationdegrees was associated with at least a doubling in the proportion of young people graduating. • While large numbers of young people are entering tertiary education, not all complete their courses. In Mexico, New Zealand and the United States, only just over half of those enrolled for degree-level programmes obtain a corresponding qualification, whereas at least 80% do in Ireland, Japan and Korea.Education at a Glance © OECD 2006
• Gender differences in educational qualification rates continue to shift in favour of females. Among the population aged 25 to 64, men still have on average more years of schooling than women in 18 OECD countries, most markedly in Switzerland and Korea. However, females in younger cohorts are generally doing better in education. Theiradvantage is especially marked at upper secondary level, where in every country but Turkey their graduation rate is higher than males’.
Country differences in student performance at age 15 are characterised by wide variations in the number performing below international norms
Further analysis of PISA 200 results shows the extent to which students aged 15 have low performance in mathematics,...
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