Education at a Glance 2012 Highlights Education at a Glance 2012: Highlights summarises the OECD’s fl agship compendium of education statistics, Education at a Glance. It provides easily accessible data on key topics in education today, including: Education at a Glance 2012 • Education levels and student numbers: How far have adults studied, and how easily do young people enter the world of work? Highlights • Economic and social benefi ts of education: How does education affect people’s job prospects, and what is its impact on incomes? • Paying for education: What share of public spending goes on education, and what is the role of private spending? • The school environment: How many hours do teachers work, and how does class size vary? • Equity: A special section introduces issues relating to equity in education: how important is pre-primary education, how does socio-economic background affect educational performance, how easy is it for older people to access education, and how wide is the gender gap? Each indicator is presented on a two-page spread. The left-hand page explains the signifi cance of the indicator, discusses the main fi ndings, examines key trends and provides readers with a roadmap for fi nding out more in the OECD education databases and in other OECD education publications. The right-hand page contains clearly presented charts and tables, accompanied by dynamic hyperlinks (StatLinks) that direct readers to the corresponding data in Excel™ format. E d u c a t io n a t a G la n c e 2 0 1 2 Please cite this publication as: H IG OECD (2012), Education at a Glance 2012: Highlights, OECD Publishing. HL http://dx.doi.org/10.1787/eag_highlights-2012-en IG H T This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases. S Visit www.oecd-ilibrary.org, and do not hesitate to contact us for more information. ISBN 978-92-64-17956-1 -:HSTCQE=V\^Z[V: 96 2012 04 1 P 962012041.indd 1 18-Sep-2012 11:00:52 AM Education at a Glance 2012 HIGHLIGHTS This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Please cite this publication as: OECD (2012), Education at a Glance 2012: Highlights, OECD Publishing. http://dx.doi.org/10.1787/eag_highlights-2012-en ISBN 978-92-64-17956-1 (print) ISBN 978-92-64-17957-8 (HTML) Series: Education at a Glance ISSN 2076-2631 (print) ISSN 2076-264X (online) The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Photo credits: Cover © Carlos Restrepo/Fotolia. Images: Chapter 1 © Jeffrey Coolidge/The Image Bank/Getty Images. Chapter 2 © Tom Grill/Photographer’s Choice RF/Getty Images. Chapter 3 © Julia Smith/Riser/Getty Images. Chapter 4 © Image Source/Image Source/Getty Images. Chapter 5 © Digital Vision/Inmagine ltd. Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. © OECD 2012 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. FOREWORD Foreword E ducation at a Glance2012: Highlights offers a reader-friendly introduction to the OECD’s collection of internationally comparable data on education. As the name suggests, it is derived from Education at a Glance2012, the OECD’s flagship compendium of education statistics. However, it differs from that publication in a number of ways, most significantly in its structure, which is made up of five sections that explore the following topics: ● Education levels and student numbers: This section looks at education levels in the general population, how and where young people are studying and how well they make the transition into the world of work. ● The economic and social benefits of education: This section looks at the extent to which education brings economic gains to individuals, in the form of higher incomes and lower unemployment rates, and at how these benefits serve as an incentive for people and societies to invest in education. It also examines the societal benefits related to having a highly educated population. ● Paying for education: This section looks at how much countries spend on education, the role of private spending, what education money is spent on and whether countries are getting value for money. ● The school environment: This section looks at how much time teachers spend at work, and how much of that time is spent teaching, class sizes, teachers’ salaries and the age and gender distribution of teachers. ● Equity: This special section looks at issues relating to equity in education, particularly the accessibility of education at all levels, intergenerational mobility, gender gaps in education and the impact of socio-economic background on student performance, especially for the children of immigrants. In general, this publication uses the terminology employed in Education at a Glance2012. However, in one or two places terminology has been simplified. Readers who want to find out more should consult the “Reader’s Guide”. Tablesand figures in this volume are accompanied by a dynamic hyperlink, or StatLink, that will direct readers to an Internet site where the corresponding data are available in ExcelTM format. In addition, reference is sometimes made in the text to figures and tables that appear in Education at a Glance2012. This material can generally be accessed via the StatLinks accompanying the tables and figures in the relevant indicator, or at www.oecd.org/edu/eag2012. Readers wishing to find out more about the OECD’s work on education should go to www.oecd.org/edu. EDUCATION AT A GLANCE 2012: HIGHLIGHTS © OECD 2012 3 TABLE OF CONTENTS Table of Contents Reader’s guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1. Education levels and student numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 To what level have adults studied? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Who participates in education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 How many young people finish secondary education?. . . . . . . . . . . . . . . . . . . . . . . . 16 How many young people enter tertiary education? . . . . . . . . . . . . . . . . . . . . . . . . . . 18 How many young people graduate from tertiary education?. . . . . . . . . . . . . . . . . . . 20 How successful are students in moving from education to work? . . . . . . . . . . . . . . 22 How many students study abroad and where do they go?. . . . . . . . . . . . . . . . . . . . . 24 2. The economic and social benefits ofeducation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 How much more do tertiary graduates earn?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 How does education affect employment rates?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 What are the incentives for people to invest in education?. . . . . . . . . . . . . . . . . . . . 32 What are the incentives for societies to invest in education?. . . . . . . . . . . . . . . . . . 34 What are the social benefits of education?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 How does education affect the economy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 3. Paying for education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 How much is spent per student? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Has spending per student increased? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 What share of national wealth is spent on education? . . . . . . . . . . . . . . . . . . . . . . . 46 What share of public spending goes to education?. . . . . . . . . . . . . . . . . . . . . . . . . . . 48 What is the role of private spending? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 How much do tertiary students pay?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 What are education funds spent on?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 How much do teachers cost? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 4. The school environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 How long do students spend in the classroom?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 How many students are in each classroom? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 How much are teachers paid?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 How much time do teachers spend teaching? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Who are the teachers?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 EDUCATION AT A GLANCE 2012: HIGHLIGHTS © OECD 2012 5 TABLE OF CONTENTS 5. Special section: Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 What is equity in education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Access to early childhood education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Access to secondary and tertiary education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Access to the labour market . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Access to lifelong learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Does parental education affect students’ chances? . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Integrating immigrants’ children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Reducing the gender gap. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Statistical note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 6 EDUCATION AT A GLANCE 2012: HIGHLIGHTS © OECD 2012 READER’S GUIDE Reader’s guide T his section introduces some of the terminology used in this publication, and explains how readers can use the links provided to get further information. Levels of education Education systems vary considerably from country to country, including the ages at which students typically begin and end each phase of schooling, the duration of courses and what students are taught and expected to learn. These variations greatly complicate the compilation of internationally comparable statistics on education. In response, the United Nations created an International Standard Classification of Education (ISCED), which provides a basis for comparing different education systems and a standard terminology. The table below introduces this system of classification and explains what is meant by each level of education. Readers should note that this publication uses slightly simplified terminology, which differs from that used in both the ISCED classification and in Education at a Glance2012. The table shows the equivalent terms in the two publications, the ISCED classifications and definitions of what it all means. Term used to describe levels of education in Education at a Glance2012 Term generally used in this publication ISCED classification (and subcategories) Pre-primary education Pre-primary education ISCED 0. The first stage of organised instruction designed to introduce very young children to the school atmosphere. Minimum entry age of 3. Primary education Primary education ISCED 1. Designed to provide a sound basic education in reading, writing andmathematics and a basic understanding of some other subjects. Entry age: between 5and 7. Duration: 6years. Lower secondary education Lower secondary education ISCED 2 (subcategories: 2A prepares students for continuing academic Completes provision of basic education, usually in a more education, leading to 3A; 2B has stronger vocational focus, leading to3B; subject-oriented way with more specialist teachers. Entry follows 2C offers preparation for entering workforce). 6years of primary education; duration is 3years. In some countries, the end of this level marks the end of compulsory education. Upper secondary education Upper secondary education ISCED 3 (subcategories: 3A prepares students for university-level Even stronger subject specialisation than at lower-secondary level, education at level 5A ; 3B for entry to vocationally oriented tertiary withteachers usually more qualified. Students typically expected education at level 5B; 3C prepares students for workforce tohave completed 9years of education or lower secondary orforpost-secondary non tertiary education, ISCED 4). schooling before entry and are generally around the age of 15or 16. Post-secondary non-tertiary education Post-secondary non-tertiary education ISCED 4 (subcategories: 4A may prepare students for entry to tertiary Programmes at this level may be regarded nationally as part of education, both university level and vocationally oriented education; upper secondary or post-secondary education, but in terms of 4Btypically prepares students to enter the workforce). international comparison their status is less clear-cut. Programme content may not be much more advanced than in upper secondary, and is certainly lower than at tertiary level. Entry typically requires completion of an upper secondary programme. Duration usually equivalent to between 6months and 2years of full-time study. EDUCATION AT A GLANCE 2012: HIGHLIGHTS © OECD 2012 7 READER’S GUIDE Term used to describe levels of education in Education at a Glance2012 Term generally used in this publication ISCED classification (and subcategories) Tertiary education Tertiary education ISCED 5 (subcategories 5A and 5B, see below). ISCED5 is the first stage of tertiary education (the second – ISCED 6 – involves advanced research). At level 5, it is often moreuseful todistinguish between two subcategories: 5A, whichrepresents longer and more theoretical programmes; and 5B, whereprogrammes are shorter and more practically oriented. Note,though, that as tertiary education differs greatly between countries, the demarcation between these two subcategories is not always clear-cut. Tertiary-type A University-level education ISCED 5A. “Long-stream” programmes that are theory based and aimed atpreparing students for further research or to give access to highly skilled professions, such as medicine or architecture. Entrypreceded by 13years of education, students typically required to have completed upper secondary or post-secondary non-tertiary education. Duration equivalent to at least 3years of full-time study, but 4is more usual. Tertiary-type B Vocationally oriented tertiary education ISCED 5B. “Short-stream” programmes that are more practically oriented orfocus on the skills needed for students to directly enter specific occupations. Entry preceded by 13years of education; students may require mastery of specific subjects studied at levels 3B or 4A. Duration equivalent toatleast 2years of full-time study, but 3is more usual. Advanced research programmes Advanced research programmes ISCED 6. The second stage of tertiary education. Programmes are devoted toadvanced study and original research. For fuller definitions and explanations of the ISCED standard, please consult Classifying Education Programmes: Manual for ISCED-97Implementation in OECD Countries (1999). Country coverage OECD and partner countries: This publication features data on education from the 34OECD member countries, two non-OECD countries that participate in the OECD Indicators of Education Systems Programme (INES), namely Brazil and the Russian Federation, and other G20countries that do not participate in INES (Argentina, China, India, Indonesia, SaudiArabia and South Africa). Belgium: Data on Belgium may be applicable only to either the Flemish Community or the French Community. Where this is the case, the text and figures refer to Belgium (Fl.) for the Flemish Community and Belgium (Fr.) for the French community. EU21: These are the 21OECD countries for which data are available or can be estimated that are members of the European Union: Austria, Belgium, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Luxembourg, the Netherlands, Poland, Portugal, Slovenia, the Slovak Republic, Spain, Sweden and the United Kingdom. G20: These are Argentina, Australia, Brazil, Canada, China, France, Germany, India, Indonesia, Italy, Japan, Korea, Mexico, the Russian Federation, Saudi Arabia, South Africa, Turkey, the United Kingdom, the United States and the European Union (which is not included in the G20 average). 8 EDUCATION AT A GLANCE 2012: HIGHLIGHTS © OECD 2012