Slide 1: 1 1 Organisation for Economic Co-operation and Development (OECD) Education at a Glance 2007 Under embargo until 18 September 2007 11:00 Paris time
Slide 2: 2 2 In the dark… …all schools and education systems look the same… But with a little light….
Slide 3: 3 3 But with a little light…. …important differences become apparent….
Slide 4: 4 The pool of workers with higher education qualifications has expanded markedly… …but at varying paces across countries…
Slide 5: 5 5 Approximated by the percentage of persons with ISCED 5A/6 qualification born in the age groups shown below (2005) Growth in higher education qualifications % 5 7 27 1 A1.3a 1. Year of reference 2004. 2. Year of reference 2003.
Slide 6: 6 …and today the US ranks only 18th in higher education graduation rates... …in part because the US has the highest college drop-out rate among OECD countries…
Slide 7: 7 7 % Higher education graduation rates (1995, 2000, 2005) Percentage of tertiary type A graduates to the population at the typical age of graduation A3.1
Slide 8: 8 8 Tertiary-type A, tertiary-type B and advanced research programmes, by gender Number of higher education science graduates per 100 000 employed 25-to-34-year-olds (2005) A3.4
Slide 9: 9 This is despite the fact that an above-average share of 15-year-olds reports to expect completing a college degree
Slide 10: 10 10 % Percentage of 15-year-olds expecting to complete higher education (2003) A4.1
Slide 11: 11 Across OECD countries, the increasing supply of welleducated labor has been matched by the creation of high-paying jobs.
Slide 12: 12 12 The effects of the expansion of higher education: Lower group” “Middle secondary unemployment rate as a ratio of upper secondary unemployment rate “Bottom group” The eight countries A high calibre workforce or the overqualified crowding out the lesser qualified? In those countries that did not expand higher education (the bottom group), failure to complete high school is now associated with an 80% greater probability of being unemployed, compared to less than 50% in the top group. with modest increases in higher education (2.4% on average) The nine countries with no or very modest increases in higher education (0.1% on average) (includes US) “Top group” The nine countries that expanded higher education fastest in the 1990s (5.9% on average) A1.4
Slide 13: 13 13 Changes in higher education and changes in unemployment for lower secondary educated adults: late 1990s and early 2000s low or no growth in tertiary attainment but  substantial growth in higher education qualifications Note also: rising unemployment among the seem generally not to have led to an “inflation” lower educated. Countries in Percentage point change within the periods red had of the labour-market value of qualifications.  Countries in green had In all but three of the 20 countries with available the fastest growth in data, the earnings benefit increased betweenattainment and 1997 tertiary and 2003, in Germany, Italy and Hungary by zero or negative close to between growth in unemployment. 20% and 40% A1.5 Change in tertiary attainment levels between 1990-1994 and 1995-1999
Slide 14: 14 Student numbers have continued to rise… …but spending on higher education rose often even faster.
Slide 15: 15 15 Changes in the number of higher education students as well as changes in expenditure on higher education institutions per student, by level of education (1995,2004) Index of change between 1995 and 2004 (1995=100, 2004 constant prices) B1.7b
Slide 16: 16 The US spends more than twice as much per higher education than the European Union.
Slide 17: 17 17 % of GDP Expenditure on educational core services, R&D and ancillary services in higher education institutions as a percentage of GDP (2004) B6.2 1. 2. 3. 4. Some levels of education are included with others. Total expenditure at tertiary level including R&D expenditure Year of reference 2005. Total expenditure at tertiary level excluding R&D expenditure
Slide 18: 18 The US has the largest private share in higher education spending, and the highest level of tuition fees in public institutions… …but a large proportion of students benefit from subsidies in the form of loans, scholarships or grants.
Slide 19: 19 19 charged by public colleges and universities for full-time national students in US Dollars converted using PPPs (school year 2004/2005) USD 5000 United States (64%) This chart does not take into account grants, subsidies or loans that partially or fully offset the students’ tuition fees. Average annual tuition fees 4000 Australia (82%), Japan (41%), Korea (51%) Canada (m) 3000 Israel1 (55%) 2000 United Kingdom1 (52%) New Zealand (79%), Netherlands1 (59%) Italy (56%) Austria (37%), Spain (43%), Belgium (Fr. and Fl.) (33%) Turkey (27%), France (m) Czech Republic (41%), Denmark (57%), Finland (73%), Ireland (45%), Iceland (45%), Norway (76%), Poland (76%), Sweden (76%) 1. Public institutions do not exist at this level of education and most of the students are enrolled in government dependent institutions. 1000 500 0 B5.1
Slide 20: 20 20 Relationships between average tuition fees charged by public higher education institutions and proportion of students that benefit from public loans or/ and scholarships / grants (school year 2004/2005) For national full-time national students, in USD converted using PPPs B5.3 % of students that benefit from public loans or/ and sholarships / grants 1. Public institutions do not exist at this level of education and all students are enrolled in government-dependent institutions. 2. Average tuition fees from 160 to 490 USD.
Slide 21: 21 21 Public subsidies for education to households and other private entities as a percentage of total public expenditure on education, by type of subsidy (2004) Public subsidies for higher education OECD countries spend an average of .4% of their GDP on public subsidies to households and other private entities for all levels ofeducation combined. B5.2
Slide 22: 22 Many countries have moved close towards making high school completion universal…
Slide 23: 23 23 % Growth in baseline qualifications Approximated by percentage of persons with high school or equivalent qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years A world of change 1 3 1 1 2 7 1. Excluding ISCED 3C short programmes 3. Including some ISCED 3C short programmes 2. Year of reference 2004 3. Year of reference 2003.
Slide 24: 24 A comparison of high school graduation rates shows the US performing well below the average.
Slide 25: 25 25 Percentage of graduates to the population at the typical age of graduation (unduplicated count) % High school graduation rates (1995, 2005) A2.1
Slide 26: 26 Resources in schools
Slide 27: 27 27 Potential for increasing learning outcomes at current levels of resources in primary and lower secondary education across OECD countries as a whole According to this chart, across OECD countries, there is potential for increasing learning outcomes by 22% while maintaining current levels of resources (output efficiency). The scope for reducing the resources devoted to education while maintaining the current levels of outcomes Rate of efficiency is slightly larger, at 30% (input efficiency). Efficiency levels in primary and lower secondary education B7.1
Slide 28: 28 28 Total number of intended instruction hours in public institutions between the ages of 7 and 14 (2005) Students in OECD countries are expected to receive, on average, 6 898 hours of instruction between the ages of 7 and 14, of which 1 586 hours are between ages 7 and 8, 2 518 hours between ages 9 and 11, and 2 974 hours between ages 12 and 14. The large majority of intended hours of instruction are compulsory. D1.1 Total number of intended instruction time in hours
Slide 29: 29 29 Average class size in primary education (2000, 2005) The average class size in primary education is 22 students per class, but varies between countries from 33 in Korea to less than half that number in Luxembourg and the partner economy the Russian Federation. From 2000 to 2005, the average class size did not vary significantly, but the differences in class size between OECD countries seem to have diminished. D2.1a 1. Public institutions only 2. Years of reference 2001 and 2005.
Slide 30: 30 30 Teachers’ salaries (minimum,salaries provide simplified illustrations after 15 years experience, International comparisons of of maximum) in lower secondary their work. However, and the compensation received by teachers for education statutory salaries as reported in this indicator must be distinguished Annual statutory teachers’ salaries in public institutions in lower from education, in equivalent USD converted using PPs, and secondary the actual wage expenditures incurred by governments and from teachers’ average salaries, which are also influenced by other factors the ratio of salary of 15 years of experience to GDP per capita such as the age structure of the teaching force or the prevalence of part-time work. Equivalent USD converted using PPPs D3.2
Slide 31: 31 31 Number of teaching hours per year, by level of education (2005) Net contact time in hours per year in public institutions Hours per year In OECD countries, a primary school teacher teaches and average of 803 hours per year (2 less than the previous year), but this varies from less than 650 hours in Denmark, Japan and Turkey to 900 hours or more in France, Ireland, the Netherlands and New Zealand and over 1 000 hours in the United States and in the partner economy Israel. D4.2