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The 2006 edition of ‘Education at a glance’ provides a current and comparable set of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators look at who participates in education, what is spent on it, how education systems operate and the results achieved. Indicators comprise a wide range of outcomes, from comparisons of student’s performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. New material in this edition includes: further analysis of results of the 2003 survey of the OECD’s Programme for International Student Assessment (PISA), including student access to, and use of, ICT; analysis of the lowest performing students; the effects of family background on students’ performance and the way classes are organised in schools; trend data on tertiary qualifications, including projections for the year 2014; trend data on survival rates in tertiary education; the impact of demographic trends on education systems, as well as projections on expenditure for the year 2015; trend data on expected years of education; instruction time per subject for 9-to-14-year-olds; a picture of student mobility and the significance of internationalisation of higher education. The ExcelR spreadsheets used to create the tables and charts are available via the StatLinks printed in the book. The chapters are as follows: The output of educational institutions and the impact of learning; Financial and human resources invested in education; Access to education, participation and progression; The learning environment and organisation of schools. Included as appendices are: Characteristics of educational systems; Reference statistics; Sources, methods and technical notes. Show less

This brief paper notes that one-third of the population of OECD countries hold an upper secondary vocational education and training (VET) qualification as their highest educational attainment, and it is estimated that nearly half will graduate from a VET programme in their lifetime. However, keeping up with technology developments in industry can be a costly endeavour, although partnering with employers can help to spread the cost of VET programmes. While vocational qualifications offer young people a good chance of finding employment, they are sometimes seen as a second-class choice and limit their value in the labour market overall. Countries need to ensure their vocational programmes offer all students the basic skills they need in the labour market and in life, as well as the opportunity to progress on to tertiary education if they wish.

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The Australian education system fares well in international comparison with regards to [Programme for International Student Assessment] PISA test scores and the higher education system attracts an increasing number of foreign students. Vocational education and training (VET) is an important part of the post-secondary education system, equipping individuals with the skills to enter or re-enter the labour force and offering a pathway to further education. However, a number of challenges need to be addressed. Reducing complexity and fragmentation and tackling issues of under-supply and under-representation of children from disadvantaged groups in the early childhood education and care system is of major importance, given the beneficial impact of early education on outcomes later in life. A key challenge for the school sector is to reduce the achievement gaps of the lowest performing students, while improving overall literacy and numeracy outcomes. Greater autonomy at the school level and improvements in teaching quality would help in this regard. Enhancing the capacity of the VET system to address skill shortages is another key priority. The low rate of completion of training courses is an additional policy issue facing the sector. Finally, moving towards a less rigid policy framework for higher education would enhance flexibility and diversity, making the system more responsive to labour market needs and globalisation challenges. The promotion of a high quality education system that responds swiftly to changing skill needs is a top priority of the new government. The ‘Education revolution’, backed by the Council of Australian Governments (COAG), pursues reforms across all sectors of the education system, an important objective being the closing of the gap for the Indigenous population.

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This paper looks at a number of efficiency and equity aspects related to skill acquisition of young people and older adults. The results of this analysis suggest that such human capital investment is associated with valuable labour market gains for people, such as higher wages and enhanced employability, and that these gains exceed the original investment costs, mainly foregone earnings and tuition fees, by a significant margin. The analysis also indicates that the net benefits are strongly influenced by policy-related factors, such as study length, tuition subsidies and student support. Overall, the estimates suggest that there are strong incentives for the average student to continue their education past the compulsory schooling age, and highlight the benefits of such investment in education for society in general. However, the net gains fall with age, mainly as a result of a shorter period in which to take advantage of the benefits of education. In conclusion, the author points out that students in higher education tend to come from more affluent socio-economic backgrounds and that they benefit from large public subsidies. Young people from disadvantaged backgrounds, on the other hand, are less likely to participate in tertiary education and thus derive the benefit from public subsidies. Show less

Reform of education, training and human resource development is an integral part of the transition to a democratic society and a market economy. This book gives a brief overview of regional issues and the history of post-secondary education in Kazakhstan and describes the development of higher and tertiary education in the country since the transition began. It presents an analysis of the education system, identifying key directions for the reinforcement of the reforms in light of the challenges encountered by officials, communities, enterprises, educators, parents and students under very dynamic conditions. It concludes with a set of key recommendations concerning the structure of the system and its labour market relevance; access and equity; financing; governance and management; internationalisation; and research, development and innovation.

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OECD Factbook 2008 is the fourth edition of a comprehensive and dynamic statistical annual from the OECD. More than 100 indicators cover a wide range of areas: economy, agriculture, education, energy, environment, foreign aid, health and quality of life, industry, information and communications, population/labour force, trade and investment, taxation, public expenditure and R&D. This year, the OECD Factbook features a focus chapter on productivity. Data are provided for all OECD member countries with area totals, and in some cases, for selected non-member economies. For each indicator, there is a two-page spread. A text page includes a short introduction followed by a detailed definition of the indicator, comments on comparability of the data, an assessment of long-term trends related to the indicator, and a list of references for further information on the indicator. The next page contains a table and a graph providing - at a glance - the key message conveyed by the data.

The 2005 edition is indexed at TD/TNC 82.131, the 2006 edition is indexed at TD/TNC 86.81, the 2007 edition is indexed at TD/TNC 90.87 and the 2009 edition is indexed at TD/TNC 95.740.

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Tackling mental ill-health of the working-age population is becoming a key issue for labour market and social policies in OECD countries. OECD governments increasingly recognise that policy has a major role to play in keeping people with mental ill-health in employment or bringing those outside of the labour market back to it, and in preventing mental illness. This report on Belgium is the first in a series of reports looking at how the broader education, health, social and labour market policy challenges identified in ‘Sick on the job?: myths and realities about mental health and work’ (OECD, 2012) are being tackled in a number of OECD countries. It concludes that Belgium can build on a system with a number of structural strengths that are not yet exploited to the best possible extent.

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The 'OECD thematic review on migrant education' will focus on the education outcomes of children of immigrants, with an emphasis on 'schools' (pre-school, primary school, and secondary school), while noting that the process of integration is multi-directional, interactive, and non-linear. The main overarching policy question of the project is: What policies will promote successful education outcomes for first and second generation migrants? The analytical approach is designed to respond to the question. The objectives and the resulting outputs are based on criteria for the assessment of the successful integration into the education system, which is threefold: (1) access - do immigrant students have the same opportunities to access quality education as their native peers?; (2) participation - do immigrant students participate (enrol and complete) as much as their native peers?; and (3) learning outcomes - do immigrant students perform as well as their native peers? Each country participating in the activity has prepared a country background report based on common OECD guidelines. Background reports outline national approaches to migrant education, providing information on school policies and practices, government policies and approaches, the role of the community and recent national data and research evidence. This is the country report for Austria. Some information on general immigration and integration policies and approaches is provided in order to place education policies in overall national policy contexts. There are two major aims: (1) descriptive, to present the current picture of what is happening in terms of immigrant children's access to, participation in and performance at school, and what interventions are working and not working; and (2) analytical, to present why certain interventions are working and others are not working (e.g. evaluative information done by research).

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This report charts the promises and pitfalls for people's well-being in 35 OECD countries and 6 partner countries. It presents the latest evidence from 50 indicators, covering both current well-being outcomes and resources for future well-being, and including changes since 2005. During this period there have been signs of progress, but gains in some aspects of life have been offset by losses elsewhere. This fourth edition highlights the many faces of inequality, showing that gaps in people's achievements and opportunities extend right across the different dimensions of well-being. It exposes divisions according to age, gender, and education, and reveals pockets of inequality in all OECD countries. It also brings to light the many well-being disadvantages that migrants face in adapting to life abroad. Additionally, the report examines governance as seen from the citizen's perspective, revealing gaps between public institutions and the people they serve. Finally, it provides a country-by-country perspective, pinpointing strengths, challenges and changes in well-being over time in 41 country profiles.

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In 1965, only 43 per cent of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. As a result of the rapid expansion in education over the last five decades, the large majority of adults in OECD countries have now attained at least upper secondary education. This educational expansion started in different periods and countries have followed different trajectories: some have chosen to expand secondary education first and then tertiary education, while others have chosen to expand all levels simultaneously. In other countries educational expansion has slowed or remained stable in recent decades. Tertiary education has also experienced considerable expansion with many countries now witnessing the majority of their young adults reaching this level of qualification. Countries have seen a major increase in the educational attainment level of their populations.

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