by Dirk van Damme
Head of the Innovation and Measuring Progress division, Directorate for Education and Skills
The 2014 edition of Education at a Glance: OECD Indicators is released today. Find out how your country compares with others in such areas as who participates in education, and to what level; the wage premium for workers with higher education; how much of the public budget is devoted to education; what teachers earn; which countries are most attractive to international students; how education, skills and employment are inter-related; and much, much more. To whet your appetite, try our interactive data charts below.
Links:
Education at a Glance 2014: OECD Indicators
Download the publication
Download the highlights
Read free online
Press release: Educational mobility starts to slow in industrialised world, says OECD
Wednesday September 10 at 17h Paris time - OECD Education and Skills webinar presenting Education at a Glance: 2014 OECD Indicators (registration required. Password: OECDEDU)
Follow #OECDEAG on Twitter: @OECD_Edu @OECDLive @EAG_Indicators
See full listing of media events
Photo credit: ©OECD
Showing posts with label education indicators. Show all posts
Showing posts with label education indicators. Show all posts
Tuesday, 9 September 2014
Tuesday, 2 September 2014
More data for better policies
by Dirk van Damme
Head of the Innovation and Measuring Progress division, Directorate for Education and Skills
As recently as 30 years ago, politicians, leaders and practitioners believed that all economic and social systems could and should be measured, and that managing these systems better would require more data. Except for education systems. Education systems were considered to be so different across countries that international data would never do justice to each system’s specificity. And what happened in the classroom was something believed to be unmeasurable. Yes, maybe you could count the number of students or calculate the years people spend in school; but that was basically it.
Some pioneers had the courage to think differently. Against the tide, and confronting a lot of resistance, they organised international network meetings to discuss the essence of what was happening in education, agree on definitions, develop measurement tools, and exchange and compare data. After all, how could it be that what seemed to be so evident in many other complex systems was impossible in education?
Back to the present. The pioneers have gone; highly professional teams are now bringing their ideas into fruition. We have come to understand that, just as in all other spheres of life, many dimensions of what happens in education can be measured and assessed in an internationally comparative way, without doing injustice to the complexity and sensitivity of education. We now know not only how to count students and the amount of money invested in education, we also know how to translate complex realities into accessible language, thanks to tools such as ISCED. The Programme for International Student Assessment (PISA) has taught us how to master the challenge of assessing the knowledge and skills that students acquire in schools. We have been able to relate education to external data on employment, earnings, health outcomes and more intangible outcomes, such as interpersonal trust, to better understand the many social purposes that education serves.
On 9 September the OECD will publish its 2014 edition of Education at a Glance, the world’s most extensive and authoritative data source of international educational statistics and indicators. This year’s edition includes no less than 30 different indicators and over 100 000 pieces of data. Policy makers, education leaders, practitioners and a wide variety of stakeholders will try to find out how their system is doing compared to that of other countries. How educated have our societies become? Have the investments in our schools decreased as a consequence of the economic crisis? How large is the earnings premium from which tertiary graduates benefit over their lifetime? Do pupils in private schools perform better than in public schools? Is social mobility a reality or just an aspiration? How well do we pay our teachers? How many students now travel over the globe to study elsewhere? These questions emerge not just out of curiosity. The data and the evidence increasingly serve to underpin and improve policies. A system as complex as education cannot be managed and steered without reliable and comparable data. Better and more data result in better policies.
This year’s edition is particularly rich because the OECD has been able to benefit from three main sources of survey data: the PISA 2012 database on learning outcomes of 15-year-olds, the data from the Survey of Adult Skills (a product of the OECD Programme for the International Assessment of Adult Competencies, or PIAAC), and data on teachers from the 2013 OECD Teaching and Learning International Survey (TALIS). Combined with the data collected from administrative sources, we now have the largest database in education ever brought together in human history.
Does this mean that the mystery of the educational encounter between teacher and learner has been sacrificed on the altar of numbers? No, just as the sophisticated data-monitoring systems in the health sector have not destroyed the genius of the medical act. In both cases the data have helped to create better conditions for the magic to happen.
Launch events:
Live streaming of launch event in Brussels with Andreas Schleicher, OECD Director of Education and Skills, and Xavier Prats Monné, European Commission Deputy Director-General for Education and Culture
OECD Education and Skills webinar presenting Education at a Glance: 2014 OECD Indicators (registration required. Password: OECDEDU)
Follow #OECDEAG on Twitter: @OECD_Edu @OECDLive @EAG_Indicators
See full listing of media events
Links:
OECD Education at a Glance
Education GPS - the OECD source for internationally comparable data on education policies and practices
Photo credit: © OECD
Head of the Innovation and Measuring Progress division, Directorate for Education and Skills
Some pioneers had the courage to think differently. Against the tide, and confronting a lot of resistance, they organised international network meetings to discuss the essence of what was happening in education, agree on definitions, develop measurement tools, and exchange and compare data. After all, how could it be that what seemed to be so evident in many other complex systems was impossible in education?
Back to the present. The pioneers have gone; highly professional teams are now bringing their ideas into fruition. We have come to understand that, just as in all other spheres of life, many dimensions of what happens in education can be measured and assessed in an internationally comparative way, without doing injustice to the complexity and sensitivity of education. We now know not only how to count students and the amount of money invested in education, we also know how to translate complex realities into accessible language, thanks to tools such as ISCED. The Programme for International Student Assessment (PISA) has taught us how to master the challenge of assessing the knowledge and skills that students acquire in schools. We have been able to relate education to external data on employment, earnings, health outcomes and more intangible outcomes, such as interpersonal trust, to better understand the many social purposes that education serves.
On 9 September the OECD will publish its 2014 edition of Education at a Glance, the world’s most extensive and authoritative data source of international educational statistics and indicators. This year’s edition includes no less than 30 different indicators and over 100 000 pieces of data. Policy makers, education leaders, practitioners and a wide variety of stakeholders will try to find out how their system is doing compared to that of other countries. How educated have our societies become? Have the investments in our schools decreased as a consequence of the economic crisis? How large is the earnings premium from which tertiary graduates benefit over their lifetime? Do pupils in private schools perform better than in public schools? Is social mobility a reality or just an aspiration? How well do we pay our teachers? How many students now travel over the globe to study elsewhere? These questions emerge not just out of curiosity. The data and the evidence increasingly serve to underpin and improve policies. A system as complex as education cannot be managed and steered without reliable and comparable data. Better and more data result in better policies.
This year’s edition is particularly rich because the OECD has been able to benefit from three main sources of survey data: the PISA 2012 database on learning outcomes of 15-year-olds, the data from the Survey of Adult Skills (a product of the OECD Programme for the International Assessment of Adult Competencies, or PIAAC), and data on teachers from the 2013 OECD Teaching and Learning International Survey (TALIS). Combined with the data collected from administrative sources, we now have the largest database in education ever brought together in human history.
Does this mean that the mystery of the educational encounter between teacher and learner has been sacrificed on the altar of numbers? No, just as the sophisticated data-monitoring systems in the health sector have not destroyed the genius of the medical act. In both cases the data have helped to create better conditions for the magic to happen.
Launch events:
Live streaming of launch event in Brussels with Andreas Schleicher, OECD Director of Education and Skills, and Xavier Prats Monné, European Commission Deputy Director-General for Education and Culture
OECD Education and Skills webinar presenting Education at a Glance: 2014 OECD Indicators (registration required. Password: OECDEDU)
Follow #OECDEAG on Twitter: @OECD_Edu @OECDLive @EAG_Indicators
See full listing of media events
Links:
OECD Education at a Glance
Education GPS - the OECD source for internationally comparable data on education policies and practices
Photo credit: © OECD
Wednesday, 2 October 2013
Education GPS: A world of education at your fingertips
by Jean Yip,
Analyst, Directorate for Education and Skills
Today the OECD launched the Education GPS, the source for internationally comparable data on education policies and practices, opportunities and outcomes. Accessible any time, in real time, this platform gives you the latest data and analysis of countries’ performance in providing high-quality education for all.
Links:
Education GPS
Analyst, Directorate for Education and Skills
Today the OECD launched the Education GPS, the source for internationally comparable data on education policies and practices, opportunities and outcomes. Accessible any time, in real time, this platform gives you the latest data and analysis of countries’ performance in providing high-quality education for all.
Analyse by country
The Education GPS enables you to find, use and understand data and analysis on individual countries. Choose from a variety of themes, explore our country profiles, and create your own customised country reports.Explore data
The Education GPS gives you easy access to the OECD’s data on education. Choose a theme, find the related data, and compare countries.
Review education policies (coming soon...)
The Education GPS provides access to OECD’s extensive research and analysis of education policy around the world. See how education policies complement or compete with each other, and which policies the OECD recommends.Try it for yourself and explore the wealth of OECD’s data and analysis of education policies and practices!
Links:
Education GPS
Monday, 21 January 2013
What are the social benefits of education?
Elisabeth Villoutreix
Communications Officer, Directorate for Education
The link between education and social benefits has long been recognised, as far back as Ancient Greece when Aristotle and Plato pointed out that education is central to the well-being of society. More recently, in the past few decades, research has supported this conventional wisdom, revealing that education not only enables individuals to perform better in the labour market, but also helps to improve their overall health, promote active citizenship and contain violence.
So how can education predict social outcomes such as life expectancy, civic engagement and general life satisfaction?
The latest issue of Education Indicators in Focus seeks to answer this question by comparing the social benefits of education in selected OECD countries.
Data show that life expectancy is strongly associated with education. On average, among 15 OECD countries with available data, a 30-year-old tertiary-educated man can expect to live eight years longer than a 30-year-old man who has not completed upper secondary education.
Data also show that adults who have attained higher levels of education are generally more likely than those with lower levels of educational attainment to report stronger civic engagement, in terms of voting, volunteering, political interest, and interpersonal trust.
Apart from raising income levels, education has the potential to help individuals develop skills, improve social status and gain access to networks that could lead to enhanced social outcomes. By fully recognising the power of education, policy makers could better address diverse societal challenges.
For more information
On this topic, visit:
Education Indicators in Focus: www.oecd.org/education/indicators
On the OECD’s education indicators, visit:
Education at a Glance 2012: OECD Indicators: www.oecd.org/edu/eag2012
On the OECD’s Indicators of Education Systems (INES) programme, visit:
INES Programme overview brochure
Chart Note: e figures describe the differences in the expected years of life remaining at age 30 across education levels.
1. Year of reference 2009.
2. Year of reference 2005.
3. Year of reference 2006.
4. Year of reference 2008.
5. Year of reference 2007-10.
6. e OECD average is the average for those countries shown in the chart.
Countries are ranked in descending order of the difference in life expectancy among men at age 30.
Chart source: Education at a Glance 2012: OECD Indicators, Indicator A11 (www.oecd.org/edu/eag2012)
Communications Officer, Directorate for Education
So how can education predict social outcomes such as life expectancy, civic engagement and general life satisfaction?
The latest issue of Education Indicators in Focus seeks to answer this question by comparing the social benefits of education in selected OECD countries.
Data show that life expectancy is strongly associated with education. On average, among 15 OECD countries with available data, a 30-year-old tertiary-educated man can expect to live eight years longer than a 30-year-old man who has not completed upper secondary education.
Data also show that adults who have attained higher levels of education are generally more likely than those with lower levels of educational attainment to report stronger civic engagement, in terms of voting, volunteering, political interest, and interpersonal trust.
Apart from raising income levels, education has the potential to help individuals develop skills, improve social status and gain access to networks that could lead to enhanced social outcomes. By fully recognising the power of education, policy makers could better address diverse societal challenges.
For more information
On this topic, visit:
Education Indicators in Focus: www.oecd.org/education/indicators
On the OECD’s education indicators, visit:
Education at a Glance 2012: OECD Indicators: www.oecd.org/edu/eag2012
On the OECD’s Indicators of Education Systems (INES) programme, visit:
INES Programme overview brochure
Chart Note: e figures describe the differences in the expected years of life remaining at age 30 across education levels.
1. Year of reference 2009.
2. Year of reference 2005.
3. Year of reference 2006.
4. Year of reference 2008.
5. Year of reference 2007-10.
6. e OECD average is the average for those countries shown in the chart.
Countries are ranked in descending order of the difference in life expectancy among men at age 30.
Chart source: Education at a Glance 2012: OECD Indicators, Indicator A11 (www.oecd.org/edu/eag2012)
Wednesday, 9 January 2013
Dynamic educational data award
by Cassandra Davis and Lynda Hawe
Communications Coordinators, Directorate for Education
Spreading and sharing information is crucial. Doing so in an engaging and simple way is extremely powerful. Technological advances combined with creative new data visualisation tools allow complex data to be understood by everyone, even on a quick glance. What a great skill it is to be able to identify trends and patterns in the data and then present them in a manner that is both accurate and an exciting watch!
Last September, at the launch of annual OECD Education at a Glance, we opened a competition challenge in collaboration with Visualizing.org. This required graphic designers to wrap their brains around a complex data set, in order to construct a clear and compelling visualisation, on the economic costs and returns on education.
The winners were Krisztina Szucs and Mate Cziner from Hungary. They were chosen for successfully breaking down the complex interplay between costs and returns into a form that is easy to evaluate. Their interactive chart does an amazing job in condensing highly complex data on the costs and benefits of education around the world. It clearly highlights important facts showing students, parents and policy makers where the real costs and benefits lie for them in relation to education in a very dynamic visualisation. It takes a detailed look at public versus private costs, per men and women for three simultaneously selected countries, while reflecting the benefit comparison between upper-secondary and tertiary education.
As the old proverb goes “a picture paints a thousand words”, and this still very much holds true today. Szucs and Cziner are congratulated for their striking visual design, we invite you to explore it.
Communications Coordinators, Directorate for Education
Spreading and sharing information is crucial. Doing so in an engaging and simple way is extremely powerful. Technological advances combined with creative new data visualisation tools allow complex data to be understood by everyone, even on a quick glance. What a great skill it is to be able to identify trends and patterns in the data and then present them in a manner that is both accurate and an exciting watch!
Last September, at the launch of annual OECD Education at a Glance, we opened a competition challenge in collaboration with Visualizing.org. This required graphic designers to wrap their brains around a complex data set, in order to construct a clear and compelling visualisation, on the economic costs and returns on education.
The winners were Krisztina Szucs and Mate Cziner from Hungary. They were chosen for successfully breaking down the complex interplay between costs and returns into a form that is easy to evaluate. Their interactive chart does an amazing job in condensing highly complex data on the costs and benefits of education around the world. It clearly highlights important facts showing students, parents and policy makers where the real costs and benefits lie for them in relation to education in a very dynamic visualisation. It takes a detailed look at public versus private costs, per men and women for three simultaneously selected countries, while reflecting the benefit comparison between upper-secondary and tertiary education.
As the old proverb goes “a picture paints a thousand words”, and this still very much holds true today. Szucs and Cziner are congratulated for their striking visual design, we invite you to explore it.
Tuesday, 11 September 2012
Investing in people, skills and education for inclusive growth and jobs
by J.D. LaRock
Senior Analyst, Innovation and Measuring Progress Division, Directorate for Education
As the spectre of another economic downturn looms large in many countries and is already a reality in others, new data from the 2012 edition of Education at a Glance: OECD Indicators – released today – provides powerful insights into the link between education, economic progress and social mobility around the world.
For example, as detailed in the book’s new indicator on education and economic growth, more than half of the GDP growth in OECD countries over the past decade is related to labour-income growth among workers with higher education. Indeed, even as GDP across all OECD countries shrank by 3.8% during the global recession year of 2009, growth in labour income among people with higher education contributed nearly 0.4% to the GDP of these countries overall. In contrast, the contraction of labour income that year among people with a medium level of education reduced the GDP by 0.8%, while shrinking incomes among people with lower levels of education trimmed another 0.5% off GDP.
In light of the substantial role education can play in promoting economic growth, countries’ success in assuring that younger people achieve a higher level of education than their parents – what is known as intergenerational mobility in education – is especially important. The new indicator on educational mobility in this year’s Education at a Glance shows that many countries are making good progress in this regard. On average across all OECD countries, 37% of 25-34 year-old non-students have surpassed their parents’ level of education, while only 13% have achieved a lower level. Half of younger adults in OECD countries have achieved the same level of education as their parents: 13%, a low level of education; 21%, a medium level, and 16%, a high level.
Meanwhile, as detailed in the new indicator on early childhood education, many OECD countries are working hard to expand schooling opportunities for their youngest children. For example, among OECD countries with data for both years, 81% of four-year-olds were enrolled in early childhood programmes in 2010, up from 77% in 2005. What’s more, enrolments among three-year-olds rose from 64% to 69% during this same period. Since participation in early childhood education is linked to better performance later on in school, these developments bode well for a future in which improving young people’s skills will be more important than ever.
At the same time, this year’s Education at a Glance also shows that many OECD countries need to address the growing problem of youth who are not in employment, education or training. After several years of decline, the so-called “NEET” population began to rise in 2009 and spiked to nearly 16.0% in 2010 – a sign of the particular hardship young people have borne as a result of the global recession. As such, OECD countries would do well to examine measures that can productively engage people in this crucial age group, such as vocational education and training programmes and opportunities for non-formal education and training.
As always, the 2012 edition of Education at a Glance contains a rich array of indicators on educational attainment, graduation and completion, education financing, enrolment trends and the globalisation of higher education, and schools and teachers. In addition to the data discussed above, this year’s edition contains a number of other new indicators, including information on how the career aspirations of boys and girls compare to the fields young men and women study in higher education ; the factors that influence immigrant students’ performance in school ; who makes key decisions in education systems ; and the pathways and gateways to gain access to secondary and tertiary education.
For more information, and to download a copy of the book, visit the Education at a Glance website at: www.oecd.org/edu/eag2012
Browse and share the book
Education at a Glance Highlights
Watch the video interview with Andreas Schleicher
Photo credit: Digital Vision/Inmagine
Senior Analyst, Innovation and Measuring Progress Division, Directorate for Education
For example, as detailed in the book’s new indicator on education and economic growth, more than half of the GDP growth in OECD countries over the past decade is related to labour-income growth among workers with higher education. Indeed, even as GDP across all OECD countries shrank by 3.8% during the global recession year of 2009, growth in labour income among people with higher education contributed nearly 0.4% to the GDP of these countries overall. In contrast, the contraction of labour income that year among people with a medium level of education reduced the GDP by 0.8%, while shrinking incomes among people with lower levels of education trimmed another 0.5% off GDP.
In light of the substantial role education can play in promoting economic growth, countries’ success in assuring that younger people achieve a higher level of education than their parents – what is known as intergenerational mobility in education – is especially important. The new indicator on educational mobility in this year’s Education at a Glance shows that many countries are making good progress in this regard. On average across all OECD countries, 37% of 25-34 year-old non-students have surpassed their parents’ level of education, while only 13% have achieved a lower level. Half of younger adults in OECD countries have achieved the same level of education as their parents: 13%, a low level of education; 21%, a medium level, and 16%, a high level.
Meanwhile, as detailed in the new indicator on early childhood education, many OECD countries are working hard to expand schooling opportunities for their youngest children. For example, among OECD countries with data for both years, 81% of four-year-olds were enrolled in early childhood programmes in 2010, up from 77% in 2005. What’s more, enrolments among three-year-olds rose from 64% to 69% during this same period. Since participation in early childhood education is linked to better performance later on in school, these developments bode well for a future in which improving young people’s skills will be more important than ever.
At the same time, this year’s Education at a Glance also shows that many OECD countries need to address the growing problem of youth who are not in employment, education or training. After several years of decline, the so-called “NEET” population began to rise in 2009 and spiked to nearly 16.0% in 2010 – a sign of the particular hardship young people have borne as a result of the global recession. As such, OECD countries would do well to examine measures that can productively engage people in this crucial age group, such as vocational education and training programmes and opportunities for non-formal education and training.
As always, the 2012 edition of Education at a Glance contains a rich array of indicators on educational attainment, graduation and completion, education financing, enrolment trends and the globalisation of higher education, and schools and teachers. In addition to the data discussed above, this year’s edition contains a number of other new indicators, including information on how the career aspirations of boys and girls compare to the fields young men and women study in higher education ; the factors that influence immigrant students’ performance in school ; who makes key decisions in education systems ; and the pathways and gateways to gain access to secondary and tertiary education.
For more information, and to download a copy of the book, visit the Education at a Glance website at: www.oecd.org/edu/eag2012
Browse and share the book
Education at a Glance Highlights
Watch the video interview with Andreas Schleicher
Photo credit: Digital Vision/Inmagine
Tuesday, 27 March 2012
Women’s outcomes in education and employment: strong gains, but more to do
by Éric Charbonnier and Corinne Heckmann
Innovation and Measuring Progress Division, Directorate for Education
There’s no denying it: when it comes to education and employment, women are on a roll, all over the world. As described in the latest issue of the OECD’s new brief series Education Indicators in Focus, the achievement gap between boys and girls has narrowed so much at lower levels of education that the focus of concern is now on the underachievement of boys. On the 2009 PISA reading assessment, for example, 15-year-old girls outperformed boys in every OECD country, on average by 39 points – the equivalent of one year of school.
Young women are also making strong progress in higher education in OECD countries. In 2000, 51% percent of women could be expected to enter a university-level programme at some point in their lives; today, the number is 66%. In fact, the proportion of women who hold a university-level qualification now equals or exceeds that of men in 29 of the 32 OECD countries for which data are comparable. This figure is below 50% only in China, Japan, Korea and Turkey.
At the same time, still more can be done to improve outcomes for girls and young women in the classroom. In mathematics, for example, 15-year-old boys tend to perform slightly better than girls in most countries, while science performance is more variable. And in higher education, women remain under-represented at the most advanced levels. Across all OECD countries, less than half of advanced research qualifications such as doctorates were awarded to women in 2009. In Japan and Korea, the figure is only around 30%. This pattern holds in all countries except Brazil, Finland, Iceland, New Zealand, Poland, Portugal and the United States.
In addition, some fields of study are still branded as “masculine” or “feminine”. In 2009, more than 70% of higher education students in the field of education were women, and an average of 75% of the degrees in the fields of health and welfare also went to women. By contrast, in most countries, fewer than 30% of all graduates in the fields of engineering, manufacturing and construction were women.
Nonetheless, women’s strides in education have led to improved labour market outcomes for women overall. For instance, the gender gap in employment narrowed from 25 percentage points in 2000 to 21 percentage points in 2009 among those without an upper secondary qualification, and from 19 percentage points in 2000 to 15 percentage points in 2009 among those with an upper secondary qualification. And it’s narrower still among those with a higher education qualification, shrinking from 11 percentage points in 2000 to 9 percentage points in 2009.
Increasingly, OECD countries are doing more to address gender gaps – both in education and employment. For example, in the Czech Republic, Germany and the Slovak Republic, the proportion of women graduating with science degrees grew by more than 10 percentage points between 2000 and 2009. As a result, these countries are now closer to the OECD average of 40% -- a figure that has remained stable over the past decade. In 2000, the European Union announced a goal to increase the number of university graduates in mathematics, science and technology by at least 15% by 2010, and to reduce the gender imbalance in these subjects. So far, however, progress toward this goal has been marginal.
On the employment side, the Nordic countries, Germany and Portugal have instituted policies allowing fathers to receive parental leave and income support so their spouses can remain in the workforce. In Iceland, Norway and Spain, some firms are required to have at least 40% of their boardroom seats assigned to women. Meanwhile, other companies, such as Deutsche Telekom, have introduced voluntary quotas for women in management and family-friendly practices such as flex-times and tele-working.
The bottom line is clear: while girls and women have made strong gains, it’s time to finish the job. To promote gender equality even further, policymakers should be encouraged to pursue policies to increase mathematics and science performance among girls – as well as reading achievement among boys. Meanwhile, initiatives to break down gender stereotypes in fields of study and progressive corporate policies can do more to increase women’s employment opportunities.
For more information
On this topic, visit:
Education Indicators in Focus
OECD Gender Initiative
www.oecd.org/gender/equality
On the OECD’s education indicators, visit:
Education at a Glance 2011: OECD Indicators
www.oecd.org/edu/eag2011
On the OECD’s Indicators of Education Systems (INES) programme, visit:
INES Programme overview brochure
Chart source: OECD Education Database
Innovation and Measuring Progress Division, Directorate for Education
There’s no denying it: when it comes to education and employment, women are on a roll, all over the world. As described in the latest issue of the OECD’s new brief series Education Indicators in Focus, the achievement gap between boys and girls has narrowed so much at lower levels of education that the focus of concern is now on the underachievement of boys. On the 2009 PISA reading assessment, for example, 15-year-old girls outperformed boys in every OECD country, on average by 39 points – the equivalent of one year of school.
Young women are also making strong progress in higher education in OECD countries. In 2000, 51% percent of women could be expected to enter a university-level programme at some point in their lives; today, the number is 66%. In fact, the proportion of women who hold a university-level qualification now equals or exceeds that of men in 29 of the 32 OECD countries for which data are comparable. This figure is below 50% only in China, Japan, Korea and Turkey.
At the same time, still more can be done to improve outcomes for girls and young women in the classroom. In mathematics, for example, 15-year-old boys tend to perform slightly better than girls in most countries, while science performance is more variable. And in higher education, women remain under-represented at the most advanced levels. Across all OECD countries, less than half of advanced research qualifications such as doctorates were awarded to women in 2009. In Japan and Korea, the figure is only around 30%. This pattern holds in all countries except Brazil, Finland, Iceland, New Zealand, Poland, Portugal and the United States.
In addition, some fields of study are still branded as “masculine” or “feminine”. In 2009, more than 70% of higher education students in the field of education were women, and an average of 75% of the degrees in the fields of health and welfare also went to women. By contrast, in most countries, fewer than 30% of all graduates in the fields of engineering, manufacturing and construction were women.
Nonetheless, women’s strides in education have led to improved labour market outcomes for women overall. For instance, the gender gap in employment narrowed from 25 percentage points in 2000 to 21 percentage points in 2009 among those without an upper secondary qualification, and from 19 percentage points in 2000 to 15 percentage points in 2009 among those with an upper secondary qualification. And it’s narrower still among those with a higher education qualification, shrinking from 11 percentage points in 2000 to 9 percentage points in 2009.
Increasingly, OECD countries are doing more to address gender gaps – both in education and employment. For example, in the Czech Republic, Germany and the Slovak Republic, the proportion of women graduating with science degrees grew by more than 10 percentage points between 2000 and 2009. As a result, these countries are now closer to the OECD average of 40% -- a figure that has remained stable over the past decade. In 2000, the European Union announced a goal to increase the number of university graduates in mathematics, science and technology by at least 15% by 2010, and to reduce the gender imbalance in these subjects. So far, however, progress toward this goal has been marginal.
On the employment side, the Nordic countries, Germany and Portugal have instituted policies allowing fathers to receive parental leave and income support so their spouses can remain in the workforce. In Iceland, Norway and Spain, some firms are required to have at least 40% of their boardroom seats assigned to women. Meanwhile, other companies, such as Deutsche Telekom, have introduced voluntary quotas for women in management and family-friendly practices such as flex-times and tele-working.
The bottom line is clear: while girls and women have made strong gains, it’s time to finish the job. To promote gender equality even further, policymakers should be encouraged to pursue policies to increase mathematics and science performance among girls – as well as reading achievement among boys. Meanwhile, initiatives to break down gender stereotypes in fields of study and progressive corporate policies can do more to increase women’s employment opportunities.
For more information
On this topic, visit:
Education Indicators in Focus
OECD Gender Initiative
www.oecd.org/gender/equality
On the OECD’s education indicators, visit:
Education at a Glance 2011: OECD Indicators
www.oecd.org/edu/eag2011
On the OECD’s Indicators of Education Systems (INES) programme, visit:
INES Programme overview brochure
Chart source: OECD Education Database
Wednesday, 25 January 2012
Higher education: an insurance policy against global downturns
by J.D. LaRock
Senior Analyst, Innovation and Measuring Progress Division, Directorate for Education
With all the economic turmoil of the past several years, have you ever wished you could buy an insurance policy to protect against the effects of a global recession? Well, such a insurance policy already exists – and it’s called higher education. During the first two years of the global economic crisis, in country after country, people with a tertiary (higher) education were much less likely to be unemployed, much more likely to be participating in the labour force, and more likely to have higher earnings, compared to their less-educated counterparts.
These and other findings are discussed in the first issue of the OECD’s new education brief series, Education Indicators in Focus.
As the crisis ramped up in 2008 and continued in 2009, unemployment rates increased across the board in OECD countries. However, the impact was much greater for adults without an upper secondary education. Among this group, unemployment rates rose from an already high 8.7% to 11.5%, and jumped five percentage points or more in Estonia, Ireland, Spain and the United States. Adults with an upper secondary or equivalent level of education fared somewhat better: among this group, unemployment rates rose from 4.9% to 6.8% between 2008 and 2009 across the OECD zone. However, in Estonia, Ireland, Spain and Turkey, jobless rates reached 10% or more for this group of people – a mark generally regarded as troublingly high territory for unemployment.
By contrast, people with a tertiary education were the best protected against unemployment during the thick of the global recession. Overall, unemployment rates in OECD countries ticked up just 1.1 percentage points for this group between 2008 and 2009, from 3.3% to 4.4%. Moreover, 2009 unemployment rates remained at 5% or less for tertiary-educated people in 24 out of 34 OECD countries, and surpassed 8% in only two – Spain and Turkey.
Employment figures tell a similar story: during the crisis year of 2009, people with higher education not only had less trouble finding a job, but also had an easier time keeping the job they had. Across all OECD countries, 83.6% of adults with a tertiary education were employed in 2009, compared to 74.2% of adults with an upper secondary or equivalent education, and just 56.0% of adults without an upper secondary education. While a number of factors contribute to the level of adults’ participation in the labour force, higher employment rates for people with more education point to a better match between the skills these individuals possess and the skills the labour market demands, even during periods of economic crisis.
What’s more, the sizeable earnings premium that university-educated people typically enjoy in the labour market held strong during the crisis years of 2008 and 2009. In 2008, among 14 OECD countries with comparable data, the typical employee with higher education earned 56% more than the typical employee with an upper secondary or equivalent education. Even in the face of the economic crisis, this premium increased slightly to 57% in 2009. By contrast, the typical employee without an upper secondary education earned 23% less than a corresponding worker with an upper secondary education in 2008 – and this earnings penalty remained the same in 2009.
Having a higher education isn’t fail-safe protection from the consequences of a global economic downturn. But like any good insurance policy, it can help people recover when bad things happen to them. And with the economic outlook for 2012 looking as uncertain as it does, that’s no small comfort.
For more information
Education Indicators in Focus
Education at a Glance 2011: OECD Indicators www.oecd.org/edu/eag2011
OECD’s Indicators of Education Systems (INES) programme (Brochure PDF 2.3 KB)
Chart source: Education at a Glance 2011: OECD Indicators, Indicator A7.
Senior Analyst, Innovation and Measuring Progress Division, Directorate for Education
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| During the first two years of the economic crisis, unemployment was higher among adults with less education, on average across the OECD zone. |
These and other findings are discussed in the first issue of the OECD’s new education brief series, Education Indicators in Focus.
As the crisis ramped up in 2008 and continued in 2009, unemployment rates increased across the board in OECD countries. However, the impact was much greater for adults without an upper secondary education. Among this group, unemployment rates rose from an already high 8.7% to 11.5%, and jumped five percentage points or more in Estonia, Ireland, Spain and the United States. Adults with an upper secondary or equivalent level of education fared somewhat better: among this group, unemployment rates rose from 4.9% to 6.8% between 2008 and 2009 across the OECD zone. However, in Estonia, Ireland, Spain and Turkey, jobless rates reached 10% or more for this group of people – a mark generally regarded as troublingly high territory for unemployment.
By contrast, people with a tertiary education were the best protected against unemployment during the thick of the global recession. Overall, unemployment rates in OECD countries ticked up just 1.1 percentage points for this group between 2008 and 2009, from 3.3% to 4.4%. Moreover, 2009 unemployment rates remained at 5% or less for tertiary-educated people in 24 out of 34 OECD countries, and surpassed 8% in only two – Spain and Turkey.
Employment figures tell a similar story: during the crisis year of 2009, people with higher education not only had less trouble finding a job, but also had an easier time keeping the job they had. Across all OECD countries, 83.6% of adults with a tertiary education were employed in 2009, compared to 74.2% of adults with an upper secondary or equivalent education, and just 56.0% of adults without an upper secondary education. While a number of factors contribute to the level of adults’ participation in the labour force, higher employment rates for people with more education point to a better match between the skills these individuals possess and the skills the labour market demands, even during periods of economic crisis.
What’s more, the sizeable earnings premium that university-educated people typically enjoy in the labour market held strong during the crisis years of 2008 and 2009. In 2008, among 14 OECD countries with comparable data, the typical employee with higher education earned 56% more than the typical employee with an upper secondary or equivalent education. Even in the face of the economic crisis, this premium increased slightly to 57% in 2009. By contrast, the typical employee without an upper secondary education earned 23% less than a corresponding worker with an upper secondary education in 2008 – and this earnings penalty remained the same in 2009.
Having a higher education isn’t fail-safe protection from the consequences of a global economic downturn. But like any good insurance policy, it can help people recover when bad things happen to them. And with the economic outlook for 2012 looking as uncertain as it does, that’s no small comfort.
For more information
Education Indicators in Focus
Education at a Glance 2011: OECD Indicators www.oecd.org/edu/eag2011
OECD’s Indicators of Education Systems (INES) programme (Brochure PDF 2.3 KB)
Chart source: Education at a Glance 2011: OECD Indicators, Indicator A7.
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