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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

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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The main purpose of the OECD's 'Thematic review of tertiary education' is to provide policy makers with information and analysis to assist them in formulating and implementing policies to achieve national social and economic objectives through tertiary education. Its key objectives are to: synthesise research-based evidence on the impact of tertiary education policies and disseminate this knowledge among participating countries; identify innovative and successful policy initiatives and practices; facilitate exchanges of lessons and experiences among countries; and identify future policy options. The review, which involved 24 countries (Australia, Belgium - Flemish Community, Chile, China, Croatia, Czech Republic, Estonia, Finland, France, Greece, Iceland, Japan, Mexico, Korea, the Netherlands, New Zealand, Norway, Poland, Portugal, Russian Federation, Spain, Sweden, Switzerland, and the United Kingdom), 'examines how the organisation, management and delivery of tertiary education can help countries achieve their economic and social objectives'. As part of the review, each of the participating countries was asked to prepare a country background report. This document is the country background report for the Netherlands. Its contents are: The national context of tertiary education; General description of the tertiary education system; The tertiary education system and the labour market; The regional role of tertiary education; The role of tertiary education in research and innovation; Achieving equity in and through tertiary education; Resourcing the tertiary education system; Planning, governing and regulating the system; Assuring and improving the quality of tertiary education; Internationalisation and globalisation of tertiary education; Conclusion.

Documents from this thematic review are indexed from TD/TNC 89.551 to TD/TNC 89.585. Show less

This volume presents the results of a seminar that took place in 1994 in Marseilles on the advantages and pitfalls of modern forms of apprenticeship. It deals with ways in which alternating learning (called alternance in French) at school and work can provide young people with relevant work skills and facilitate their integration in the world of work and how it may contribute to relating practical and theoretical learning. This type of learning can take many forms across countries. These include traditional apprenticeship, the Germanic dual system variant, and vocational education in schools with shorter or longer periods of practical work experience. Part one contains papers from the seminar with a synthesis of the debate. Part two presents a selection of national contributions to the seminar. Paper titles and their authors follow: The issues / Marianne Durand-Drouhin and Claudine Romani; The difficult rediscovery of 'professionalism' / Burkhart Lutz; Pedagogical objectives and organisation of alternating training / Vincent Merle; Issues, problems and perspectives: lessons from an international debate / Olivier Bertrand with Marianne Durand-Drouhin and Claudine Romani. The country studies follow: Belgium (the French community): from the socio-economic context to the needs of school-based training / prepared by National authorities; Finland: open skills, open knowledge / Matti Vesa Volanen and Matti Kyro; France: alternance in initial vocational education and training / Claude Pair; Germany: pedagogical objectives and the organisation of alternating learning at school and at work / Richard Koch; Spain: constructing an institutional framework for the social regulation of alternance / Jordi Planas; Switzerland: apprenticeship: the features of the Swiss Dual System / Christine Kubler, Jean-Pierre Gindroz, Alvaro Mellini, Ruedi Jorg and Marc Genilloud; The Netherlands: the links between school and firm-based vocational and technical education: highways to the labour market and pathways to higher education / Peter C. van den Dool and Harry M. Weijs. See TD/TNC 63.219 to TD/TNC 63.229 for the individual chapter entries. Show less

This annual publication provides data on the state of education around the world. These indicators can be used to assist governments in building more effective and equitable education systems. The 2017 edition presents a new focus on fields of study, investigating both trends in enrolment at upper secondary and tertiary level, student mobility, and labour market outcomes of the qualifications obtained in these fields. The publication also introduces for the first time a full chapter dedicated to the Sustainable Development Goals, providing an assessment of where OECD and partner countries stand on their way to meeting the SDG targets. Finally, two new indicators are developed and analysed in the context of participation and progress in education: an indicator on the completion rate of upper secondary students and an indicator on admission processes to higher education. The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa). The contents 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.

Excerpts from publication. Show less

The provision of high-quality education and health care to all of the population is considered a core element of public policy in most countries. In India, the government is active in both education and health but the private sector also plays an important role, notably for heath, and to a lesser extent in education. At present, the quality and quantity of the outputs from education, and also from public health care, are holding back the process of economic development. Steps are being taken to draw more children into primary education and the paper considers ways to keep children in school. It also considers institutional changes that may help to improve the performance of the educational system and so boost human capital formation.

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This publication provides data on the structure, finances and performance of education systems in the 35 OECD countries and a number of partner countries. Including more than 100 charts and tables, and links to more information on OECD's educational database, the publication presents key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2021 edition includes a focus on equity, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, socio-economic status, country of birth and regional location. A specific chapter is dedicated to Target 4.5 of the Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Two new indicators on the mechanisms and formulas used to allocate public funding to schools and on teacher attrition rate complement this year's edition.

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The OECD thematic review of adult learning was undertaken between December 1999 and November 2001 to analyse policy options in different national contexts for improving access to, and participation in, adult learning and to enhance its quality and effectiveness. OECD countries taking part in the review prepared a descriptive background report on the adult learning practices in their own countries. These reports were used to provide an OECD expert review team with the information required to conduct an effective direct analysis. This document represents the background report for Denmark. The report explores and describes the rationale of the Danish adult education and training system and trends in adult learning. Policy initiatives are described in detail and trends in pedagogical approach to meet the needs of enterprises, individuals and society are outlined. The chapters are: Context and background; Adult learning - providers, participants and returns; Issues, problems and good practices; Summary and conclusions. Appendix one contains an overview of the Danish system of councils on adult education; Appendix two contains a table illustrating the Danish education and continuing vocational training system; and Appendix three contains a brief description of the Danish adult education and training leading to a qualification.

The background country reports available in English are indexed from TD/TNC 73.64 to TD/TNC 73.69 and at TD/TNC 62.795. Available analytical country notes, prepared by the OECD multinational review team and based on the background reports and discussions with national stakeholders, are indexed from TD/TNC 73.70 to TD/TNC 73.75. The final comparative report is indexed at TD/TNC 73.63. Show less

This study seeks to define the role of the upper secondary system in determining the educational, vocational and social choices of young people, and to examine the nature of the principal changes introduced at this level of education in the majority of OECD member countries. Specifically, the report offers: (1) a short, critical analysis of the options now being offered to young people, and of the methods of transition and choice in regard to such opportunities; and (2) a review of the changes introduced or envisaged in member countries with the intention of providing new options to young people and the social policy objectives on which these changes are based. The report draws on a series of studies undertaken within the framework of the programs of work of the Education Committee and of the Centre for Educational Research and Innovation (CERI). Show less

This publication contains information on the state of education around the world. It provides data on the structure, finances, and performance of the education systems in the OECD’s 34 member countries, as well as a number of non-member G20 nations. Including more than 140 charts, 230 tables, and 100,000 figures, it provides key information on: the ouput of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools. In the 2012 edition, new indicators focus on: (1) the effect of the global economic crisis on education expenditures; (2) the state of early childhood education systems around the world; (3) intergenerational mobility in higher education among different socioeconomic groups; (4) the impact of education on macroeconomic outcomes, such as [gross domestic product] GDP; (5) the specific factors that influence the level of education spending in different countries; (6) career expectations among boys and girls at age 15, as compared to higher education graduation rates by field; (7) the makeup of the teaching force in different countries and training requirements to enter the teaching profession; and (8) the impact of examinations on access to secondary and higher education. The contents are: 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. The Excel™ spreadsheets used to create the tables and charts in this book are available via the StatLinks provided throughout.

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