2005 edition of Education at a Glance Under embargo until 13 September 2005, 11:00 Paris time.
-
Upload
kane-mifflin -
Category
Documents
-
view
222 -
download
1
Transcript of 2005 edition of Education at a Glance Under embargo until 13 September 2005, 11:00 Paris time.
1111 2005 edition of Education at a Glance
Under embargo until13 September 2005, 11:00 Paris time
2222
3333 In the dark……all schools and education systems look the same…
But with a little light….
4444
But with a little light….
…important differences become apparent….
5555 Main headings Strong educational
investment Consistently rising
investment in education High investment in pre-
primary education, rapidly growing participation
Strong and improving performance in primary education
Above-average instructional hours and teacher salaries at school
Public/private cost-sharing in line with individual and social benefits
Strong public investment in pre-primary education
Growing private share in tertiary spending
Strong internal efficiency of higher education and high and growing labour-market returns
Large class sizes and high teaching load
Limited resources for capital investment in higher education
Comparative advantage in higher education output diminishing
Below-average increase in enrolments and entry
Declining market share in foreign enrolment
Above average participation in non-formal continuing education and training, but
low intensity of courses large disparities in
participation patterns Below-average output for
baseline qualifications With large labour-market
penalties
6666
The UK stands out in showing consistent rises in educational
investment
…in terms of a rising share of GDP devoted to education…in terms of a growing educational share in the public
budget
Between 1995 and investment in primary and secondary education increased in the UK by 36% (OECD average increase 26%)…
… while spending on tertiary education grew, at 18%, only half as fast as at the OECD average level (OECD average increase 36%)
Spending on education also grew faster than GDP From 4.3% of GDP in 1990 to 5.5% in 1995 to 5.9% in 2002
(a value that is now above the OECD average (5.8%) A growing share of a public budget that shrunk relative to
GDP is devoted to education Spending on institutions plus public subsidies to households
rose from 11.4% in 1995 to 12.7% in 2002
7777 Expenditure on educational institutions as a percentage of GDP (2002)
Primary and secondary education
0
1
2
3
4
5
6
Icel
and
Sw
eden
New
Zea
land
Nor
way
Port
ugal
Den
mar
k
Bel
gium
Sw
itze
rlan
d
Fra
nce
Pola
nd
Luxe
mbou
rg
Fin
land
Uni
ted
Sta
tes
Aus
tria
Uni
ted
Kin
gdom
Aus
tral
ia
Mex
ico
Ital
y
Net
herl
ands
Kor
ea
Hun
gary
Ger
man
y
Irel
and
Spa
in
Cze
ch R
epub
lic
Slo
vak
Rep
ublic
Jap
an
Gre
ece
Tur
key
EU
OECD
% of GDPPublic Private Total 95
B2.1
8888 Expenditure on educational institutions as a percentage of GDP (2002)
Tertiary education
0
0.5
1
1.5
2
2.5
3
Uni
ted
Sta
tes
Kor
ea
Den
mar
k
Sw
eden
Fin
land
Aus
tral
ia
New
Zea
land
Nor
way
Pola
nd
Bel
gium
Mex
ico
Net
herl
ands
Irel
and
Hun
gary
Spa
in
Gre
ece
Tur
key
Icel
and
Fra
nce
Aus
tria
Uni
ted
Kin
gdom
Ger
man
y
Jap
an
Port
ugal
Ital
y
Cze
ch R
epub
lic
Slo
vak
Rep
ublic
3 ,5 EU
OECD
% of GDP
Public Private Total 95
B2.1
9999 Public expenditure on education as a percentage of total public expenditure (1995, 2001)
0
5
10
15
20
25
30
Mex
ico
New
Zea
land
Kor
ea
Nor
way
Icel
and
Den
mar
k
Uni
ted
Sta
tes
Aus
tral
ia
Sw
eden
Irel
and
Sw
itze
rlan
d
Uni
ted
Kin
gdom
Fin
land
Port
ugal
Bel
gium
Aus
tria
Spa
in
Fra
nce
Net
herl
ands
Jap
an
Hun
gary
Ital
y
Ger
man
y
Cze
ch R
epub
lic
Gre
ece
Slo
vak
Rep
ublic EU
OECD
% of total public
expenditure
Below primary and unclassified Primary and secondary
Tertiary education Total 95
B4.1
10101010 Annual expenditure per studenton educational institutions, in equivalent US dollars converted using PPPs
USD 0
USD 2,000
USD 4,000
USD 6,000
USD 8,000
USD 10,000
USD 12,000
United Kingdom
EU
OECD
Spending at the pre-primary level UK has highest spending level in the OECD An above-average share comes from public sources A significant increase since 1998…… while, at the same time, the rate of participation of 4-year-olds and under as a percentage of 3-4-
year-olds increased from 51% in 1998 to 77% in 2002
Spending in primary and secondary schools Roughly average spending…
…together with long school days (Scotland ranks 1st, England 8th)…and above-average teacher salaries, although these have risen less than half as fast as on average in OECD countries
… result, at 26 students per class, in one of the largest class sizes (only Turkey, Japan and Korea have larger class sizes and all but nine countries have between 16 and 21 students per class)
With only 75% of current expenditure devoted to compensation of staff, schools have much greater capacity to purchase other goods and services than do OECD countries on average (81%)
In primary and secondary education, spending increased by 36% while enrolments rose by 21%, resulting in a 12% per-student increase between 1995 and 2002 (OECD average increase 26%)
The spending choices may be effective– Student performance at 4th grade level improved significantly in both mathematics and science between 1995 and 2003 (TIMSS)
11111111 Cumulative expenditure on educational institutions per student over the average duration of tertiary studies
Annual expenditure on educational institutions per student multiplied by average duration of studies, in equivalent US dollars converted using PPPs (2002)
0
10000
20000
30000
40000
50000
60000
70000
80000
Swed
en
Aus
tria
Net
herl
ands
Den
mar
k
Ger
man
y
Fin
land
Ital
y1
Uni
ted
Kin
gdom
Jap
an
Fra
nce
Spa
in
Hun
gary
1
Irel
and
Aus
tral
ia
Gre
ece
Icel
and
Mex
ico
Kor
ea
Equivalent US dollars converted
using PPPs
Each segment of the bar represents the annual expenditure per student. The number of segments represents the number of years a student remains on average in tertiary education.
B1.3
12121212Changes in spending per student
in tertiary educationrelative to different factors (1995=100, 2002 constant prices )
174
141
134 132129 129
121 121118 118 117
110105 104 103 102 100 100
93
85 84 84
107112
80
100
120
140
160
180
200
220
Tur
key
Swit
zerl
and
Gre
ece
Spa
in
Den
mar
k
Irel
and
Mex
ico
Ital
y
Jap
an
Aus
tria
Fra
nce
Ger
man
y
Nor
way
Fin
land
Net
herl
ands
Port
ugal
Hun
gary
Uni
ted
Kin
gdom
Aus
tral
ia
Swed
en
Pola
nd
Slo
vak
Rep
ublic
Cze
ch R
epub
lic EU
OECD
I ndex of change (1995=100)
Change in expenditure Change in the number of studentsChange in expenditure per student
B1.4
13131313 Share of private expenditure on schools(1995, 2002)
0
10
20
30
Kor
ea
Germ
any
Mexic
o
Aus
tralia
Uni
ted K
ingd
om
Swit
zerl
and
New
Zeal
and
Tur
key
Uni
ted S
tate
s
Japa
n
Fra
nce
Gre
ece
Spa
in
Hun
gary
Net
herl
ands
Ice
land
Aus
tria
Ire
land
Ita
ly
Pola
nd
Cze
ch R
epub
lic
Slo
vak R
epu
blic
Denm
ark
Fin
land
Nor
way
Swed
en
Port
ugal
EU
OECD
Private share Private share 95
Primary, secondary and post-secondary non-tertiary education
%
An above-share of spending on schools comes from private sources…
… and it has increased at the highest rate after Switzerland (in percentage points)
Note that this covers all types of expenditure from private sources, irrespective of whether the institution concerned is public or private
B3.1
14141414 Share of private expenditure on higher education institutions (1995, 2002)
0
10
20
30
40
50
60
70
80
Kor
ea
Japa
n
Uni
ted S
tate
s
Aus
tralia
New
Zeal
and
Pola
nd
Mexic
o
Uni
ted K
ingd
om
Spa
in
Net
herl
ands
Ita
ly
Hun
gary
Slo
vak R
epu
blic
Fra
nce
Ire
land
Belg
ium
Cze
ch R
epub
lic
Swed
en
Tur
key
Port
ugal
Germ
any
Aus
tria
Ice
land
Fin
land
Nor
way
Denm
ark
Gre
ece EU
OECD
Private share OECD Private share 95 Linear (OECD)
Tertiary education%
At the tertiary level, the private share rose from 20% to 28%, the fastest rise after Australia…
… whereas public spending rose only at 6% (compared with an OECD average increase of 38%)
The reverse is true for pre-primary education, here the UK funding was at 96% public significantly larger than the OECD average of 83%
B3.1
16161616
17171717
Growth in high-level qualifications
The massive growth in participation……has now levelled off
18181818
0
10
20
30
40
Uni
ted
Sta
tes
Den
mar
k
Nor
way
Can
ada
Net
herl
ands
Swed
en
Swit
zerl
and
Hun
gary
Aus
tral
ia
Uni
ted
Kin
gdom
Fin
land
Icel
and
Jap
an
Ger
man
y
Pola
nd
Fra
nce
Cze
ch R
epub
lic
New
Zea
land
Irel
and
Spa
in
Kor
ea
Slo
vak
Rep
ublic
Bel
gium
Gre
ece
Tur
key
Mex
ico
Ital
y
Aus
tria
Luxe
mbou
rg
Port
ugal
1960's 1970's 1980's 1990's
Growth in university-level qualificationsApproximated by the percentage of persons with ISCED 5A/6 qualfication in the
age groups 55-64, 45-55, 45-44 und 25-34 years (2003)
14
23
3
21
9
10
A1.3a
19191919 Tertiary-type A graduation rates, by duration (2003)Percentage of graduates to the population at the typical age of graduation
%
0
10
20
30
40
50
60A
ustr
alia
Fin
land
Icel
and
Pola
nd
Den
mar
k
Nor
way
Uni
ted K
ingd
om
Irel
and
Sw
eden
Hun
gary
Jap
an
Uni
ted S
tate
s
Spa
in
Ital
y
Fra
nce
Slo
vak
Rep
ublic
4
Sw
itze
rlan
d
Ger
man
y
Aus
tria
Cze
ch R
epub
lic4
Tur
key
More than 6 years5 to 6 years3 to less than 5 years
The UK has an above-average university-level completion rate… mostly from short courses
The UK ranks 4th with regard to the number of science graduates as a percentage of 100,000 employed in the age group 25-35 and 1st among women
… but rapid growth in university-level qualifications has now levelled off and the UK no longer tops graduation rates as was still the case in 2000
Tertiary enrolment grew at much lower rates than at the OECD average level (18% between 1995 and 2002, compared with an OECD average of 28%)
20202020
0
10
20
30
40
50
60
70
80
90
Aus
tral
ia
Sw
eden
Icel
and
Fin
land
Pola
nd
New
Zea
land
Uni
ted
Sta
tes
Hun
gary
Net
herl
ands
Kor
ea
Ital
y
Spa
in
Den
mar
k
Uni
ted
Kin
gdom
Slo
vak
Rep
ublic
Jap
an
Irel
and
Fra
nce
Ger
man
y
Sw
itze
rlan
d
Mex
ico
Bel
gium
Aus
tria
Cze
ch R
epub
lic EU
OECD
Tertiary- type B Tertiary- type A OECD- B
Entry rates into tertiary education (2003)Sum of net entry rates for single year of age in tertiary-type A and
tertiary-type B education
%
… and entry rates to higher education are, at 48%, now well below the OECD average of 53% In 1998 the picture was still different, with a UK entry rate of 48% significantly above the OECD average
of 40% But the success rate is, at 83%, significantly better than at the OECD average level (70%) And entry rates at at the non-university tertiary level remain well above the OECD level
In fact, here the UK improved slightly from the 6th to the 5th place among 16 countries with comparable data
C2.1
21212121
22222222
Tertiary education is rapidly becoming an international domain
…and the UK remains one of the most attractive student destinations…
…with growing foreign enrolment…
…although its international market share has declined faster than that of any other country.
23232323
Australia, 8.9
United Kingdom; 12.1 Germany, 11.4
J apan, 4.1
Russ. Federation, 3.2
Sweden, 1.2
Malaysia, 1.3New Zealand; 1.2
Austria; 1.5
Netherlands; 1
Other OECDOther non-OECD
Switzerland, 1.6I taly; 1.7
Belgium, 2
Spain; 2.5
France; 10.5
United States, 27.7
Distribution of foreign students by country of destination (2003)
Percentage of foreign tertiary students reported to the OECD who are enrolled in each country of destination
In 2003, 2.1 million people studying in OECD countries were foreign students
An 11.5% overall increase But UK saw the fastest decline in market
share among OECD countries, from 16.2% in 1998 to 13.5% in 2003
24242424
0
2
4
6
8
10
12
14
16
18
20
Aus
tral
ia
Sw
itze
rlan
d
Aus
tria
New
Zea
land
Bel
gium
Uni
ted
Kin
gdom
Ger
man
y3
Fra
nce
Den
mar
k
Sw
eden
Irel
and
Nor
way
Cze
ch R
epub
lic
Icel
and
Net
herl
ands
3
Port
ugal
Uni
ted
Sta
tes
Hun
gary
Spa
in
Fin
land
Gre
ece
Jap
an
Ital
y
Slo
vak
Rep
ublic
Tur
key3
Pola
nd3, 4
Kor
ea
2003 1998
Percentage of foreign students in tertiary education (1998, 2003)
Percentage of foreign students to total enrolment in tertiary education
2
3
4
6
7
9
1
5
8
%
C3.1
25252525
26262626
Stagnation in baseline qualifications
27272727
0
10
20
30
40
50
60
70
80
90
100U
nite
d S
tate
s
Ger
man
y
Cze
ch R
epub
lic
Nor
way
Den
mar
k
Can
ada
Slo
vak
Rep
ublic
Swed
en
Aus
tria
Jap
an
New
Zea
land
Swit
zerl
and
Uni
ted K
ingd
om
Fin
land
Net
her
land
s
Hun
gary
Luxem
bou
rg
Icel
and
Fra
nce
Aus
tral
ia
Bel
gium
Pola
nd
Irel
and
Kor
ea
Gre
ece
Ital
y
Spa
in
Tur
key
Mex
ico
Port
ugal
1960's 1970's 1980's 1990's
Baseline qualificationsApproximated by the percentage of persons with uppersecondary
qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years (2003)
24
1
2
12
22
14
8
1
9
13
The UK has falls well behind the OECD average with adult attainment at the upper secondary level*
* equivalent to 5 or more GCSEs at grades A to C or NVQ Level 2 or higher
With serious consequences for those who have not completed this level– While UK employment rates among university and upper-secondary graduates are well above the OECD average, for those who failed to
attain the upper secondary level they remain, at 62% for men and 47% for women, significantly below the OECD averages of 73% and 49%– Among those without upper secondary qualifications 37% earn half or less of the national median earnings, and only 1% are in the group
of top earners, whose earnings exceeds twice the OECD median– These earnings penalties are much larger than at the OECD average
– Likelihood of unemployment 1.4 times as high as for upper secondary graduate Note that the youngest individuals in this comparison (25-year-olds in 2003) passed the age of 16 in 1994
Very modest progress with participation at age 17 Only Greece, Mexico, New Zealand, Portugal and Turkey had a lower proportion of their 17-year-old population enrolled…while at age 20, the UK’s participation rate is above OECD average level
28282828
29292929
Initial education alone can no longer satisfy the rising and changing demand for skills
An above-average share participate in non-formal continued education and training…
…even though the intensity of participation is low……and participation rates are lowest among those who
need it most
30303030
0
10
20
30
40
50
60
70
Den
mar
k
Sw
eden
Uni
ted
Sta
tes
Fin
land
Sw
itze
rlan
d
Uni
ted
Kin
gdom
Can
ada
1
Aus
tria
Slo
vak
Rep
ublic
Fra
nce
Bel
gium
Luxe
mbou
rg
Ger
man
y
Irel
and
Cze
ch R
epub
lic
Pola
nd
Port
ugal
Spa
in
Ital
y
Hun
gary
Gre
ece
OECD
All levels of education
Lower upper secondary education
Upper secondary and post- secondary non- tertiary education
Tertiary education
Participation of the labour force in non-formal job-related continuing education and training (2003)
%
However, the intensity of participation in non-formal job-related education and training is comparatively low in the UK
With the mean number of hours per participant in the labour force at 28 hours well below the OECD average of 62 hours
C6.2
31313131
0
5
10
15
20
25
30
35
40
45
50
Sw
eden
Den
mar
k
Uni
ted
Sta
tes
Fin
land
Sw
itze
rlan
d
Uni
ted
Kin
gdom
Can
ada
1
Slo
vak
Rep
ublic
Fra
nce
Aus
tria
Bel
gium
Luxe
mbou
rg
Ger
man
y
Cze
ch R
epub
lic
Irel
and
Pola
nd
Port
ugal
Spa
in
Ital
y
Hun
gary
Gre
ece
OECD
Total Employed Unemployed Labourforce
Participation of the labour force in non-formal job-related continuing education and training (2003)
%
C6.3
32323232
0
10
20
30
40
50
60
70
Sw
eden
Den
mar
k
Fin
land
Uni
ted
Sta
tes
Uni
ted
Kin
gdom
Sw
itze
rlan
d
Can
ada1
Slo
vak
Rep
ublic
Aus
tria
Fra
nce
Bel
gium
Irel
and
Luxe
mbou
rg
Ger
man
y
Cze
ch R
epub
lic
Pola
nd
Port
ugal
Spa
in
Ital
y
Hun
gary
Gre
ece
OECD
Total
Resource industries
Goods- producing industries Lower- tier services
Upper- tier services
Participation of the labour force in non-formal job-related continuing education and training (2003)
%
C6.5
33333333
The individual and social returns to qualifications
34343434
60
80
100
120
140
160
180
200
220
240A
ustr
alia
Bel
gium
Can
ada
Den
mar
k
Fin
land
Fra
nce
Ger
man
y
Hun
gary
Irel
and
Ital
y
Kor
ea
Luxe
mbou
rg
New
Zea
land
Nor
way
Spa
in
Sw
eden
Sw
itze
rlan
d
Uni
ted
Kin
gdom
Uni
ted
Sta
tes
OECD
Males below upper sec Females below upper sec.
Males Tertiary-B Females Tertiary-B
Males Tertiary-A Females Tertiary A
The earnings advantage of educationRelative earnings of 25-64-year-olds with income from employment
(upper secondary education=100)In the UK, females with a tertiary-Type A qualification earn, on average, twice as much than males who completed only upper secondary education (OECD average 162%).
In the UK, males without upper secondary education earn 73% of
those with it (OECD average 82%).
In the UK, higher education pays off even more so than at the OECD average level
Rising tertiary level 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% (UK 9%).
Growing benefits in many of the countries with the steepest attainment growth
A9.1
35353535 Distribution of 25-64-year-olds by level of earnings and educational attainment
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%More than 2 times the median
More than 1.5 times the medianbut at or below 2.0 times themedianMore than the median but at orbelow 1.5 times the median
More than half the median butat or below the median
At or below half of the median
OECD average UK
A9.4a
36363636Private internal rates of return (RoR) for an individual obtaining a university-level degree (ISCED 5/6) from an upper secondary and post-secondary non-tertiary level of education (ISCED 3/4)
(2002)MALES
- 5 0 5 10 15 20
Belgium
Denmark
Finland
France
I taly
Netherlands
Norway
Sweden
Switzerland
United States
at age 40, no fees, income/male
at age 40, fees, income/male
I mmediately to higher ed/male
A9.5
37373737Private internal rates of return (RoR) for an individual obtaining a university-level degree (ISCED 5/6) from an upper secondary and post-secondary non-tertiary level of education (ISCED 3/4)
(2002)FEMALES
0 5 10 15 20
Belgium
Denmark
Finland
France
I taly
Netherlands
Norway
Sweden
Switzerland
United States
at age 40, no fees,income/female
at age 40, fees, income/female
I mmediately to higher ed/female
A9.5
39393939Enhancements in human capital contribute
to labour productivity growthAverage annual percentage change (1990-2000)
-2
-1
0
1
2
3
4
5
Irel
and
Fin
land
Sw
eden
Den
mar
k
Port
ugal
Aus
tral
ia
Uni
ted
Sta
tes
Uni
ted
Kin
gdom
Ital
y
Nor
way
Ger
man
y
Can
ada
Fra
nce
Net
herl
ands
New
Zea
land
Hours worked Level of education
Hourly GDP per efficient unit of labour Labour productivity
•In the UK, improvements in educational attainment between 1990 and 2000 contributed to labour productivity much more than in the United States and in any of the other 14 countries except
Portugal
A10
40404040 Overview Strong educational
investment Consistently rising
investment in education High investment in pre-
primary education, rapidly growing participation
Strong and improving performance in primary education
Above-average instructional hours and teacher salaries at school
Public/private cost-sharing in line with individual and social benefits
Strong public investment in pre-primary education
Growing private share in tertiary spending
Strong internal efficiency of higher education and high and growing labour-market returns
Large class sizes and high teaching load
Limited resources for capital investment in higher education
Comparative advantage in higher education output diminishing
Below-average increase in enrolments and entry
Declining market share in foreign enrolment
Above average participation in non-formal continuing education and training, but
low intensity of courses large disparities in
participation patterns Below-average output for
baseline qualifications With high labour-market
penalties
41414141 Further information
www.pisa.oecd.org– All national and international publications– The complete micro-level database
email: [email protected]
…and remember:
Without data, you are just another person with an opinion