Organisation for Economic Co-Operation and Development 2004 Edition of Education at a Glance

1. Organisation for Economic Co-Operation and Development2004 Edition of Education at a Glance London, 13 September 2004 Washington, 13 September 2004 Berlin, 14 September 2004 Rome, 15 September 2004 Andreas SchleicherHead, Indicators and Analysis Division

2. Under embargo until 14 September 2004, 11:00 Paris time

3. Education at a Glance 2004 1. Tertiary education • Continued growth… … and its impact for individuals and economies • Trends in internationalisation • Gender differences 2. Baseline qualifications … and their labour-market outcomes 3. Trends in the financing of education 4. Decision-making in education • Decentralistion and centralisation 5. Student learning conditions 6. Teacher working conditions

4. More people are completing tertiary education than ever before… …in some countries, growth has been spectacular… …but others have fallen behind.

5. 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 (2002) • The UK performs still well, but is no longer at the top • In 2002 • 36% of a typical age cohort in the UK complete a university-level qualification • 32% on average across countries • 45% in Australia and Finland, 41% in Iceland and Poland • In 2000 • 36% in the UK, the highest among OECD countries • 26% on average across countries 4 8 10 19 23 8 14 7 22 21 A3.2

6. Current entry rates suggestthat the growth will continueSum of net entry rates for single year of age in tertiary-type A and tertiary-type B education • Today’s entry rates in universities suggest that the strive for higher qualifications will continue… • Half of an age cohort now enter university, and in Australia, Finland, Iceland, Poland and Sweden 70% or more • University-entry in the UK is, at 47%, slightly below the OECD average … but not everyone completes with a degree • UK universities are strong at graduating students once they have them in the system • At 17%, drop-out is lower only in Japan (6%), Turkey (12%) and Ireland (15%) A3.1

7. Higher tertiary participation is becoming visible in the qualification of the workforcePercentage of 25-64-year-olds with academic or vocational tertiary qualification (10 countries with steepest growth) A3.4

8. The UK remains one of the favourite student destinations… … but its market share declined between 1998 and 2002 by 4% … largely, but not only, because other countries have benefited more from the expansion Foreign students in tertiary educationby country of study (2002) C3.6

9. The 1990’s was the decade when women moved ahead of men in terms of educational attainmentPercentage of Tertiary Type-A qualification awarded to women Higher proportion of women • These gender inequities show much early on • Gender differences in fields of study at university level are already mirrored in the educational aspirations of 15-year-olds • Career expectations of boys were far more often associated with physics, mathematics or engineering (on average 18% of boys versus 5% of girls) • While girls more frequently expected occupations related to life sciences and health (20% of girls compared to only 7% of boys) Higher proportion of men A4.2 OECD average UK

11. Growing educational success pays off… …and for the UK more so than for most other countries.

12. The earnings advantage of tertiary educationRelative earnings of 25-64-year-old tertiary graduates with income from employment (upper secondary education=100) A11.1

13. The unemployment advantage of educationNumber of 25-64-year-olds who are unemployed as a percentage of all 25-64-year-olds A10

14. Trends in unemployment ratiosNumber of 25-64-year-olds who are unemployed as a percentage of all 25-64-year-olds A10.2b

15. Trends in the earnings advantageTrends in relative earnings of 25-64-year-old tertiary graduates (upper secondary=100, countries with 5% or more attainment growth) • Growing benefits in many of the countries with the steepest attainment growth • In the countries in which tertiary attainment increased by more than 5 percentage points since 1995 (Australia, Austria, Belgium, Canada, Denmark, France, Iceland, Ireland, Japan, Korea, Spain and the UK) most have seen falling unemployment and rising earnings benefits • In Australia, Canada, Germany, Hungary, Ireland and the UK, the earnings benefit increased by between 6 and 14 per centage points between 1997 and 2001 • Among the 15 countries with comparable data, only New Zealand, Norway and Spain have seen a decline in earnings benefits A11.2

16. Female Female Female Female Female Female Female Female Female at age 40, fees, no income Male Male Male Male Male Male Male Male Male at age 40, no fees, no income immediately to higher education Internal rate of return to tertiary education A11.5

17. Enhancements in human capital contribute to labour productivity growthAverage annual percentage change (1990-2000) • 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 • The UK is also one of the countries with the highest individual benefits from education, in terms of earnings and employment prospects A12

19. …but the UK has been much less successful in strengthening baseline qualifications…

20. Growth in baseline qualificationsApproximated by the percentage of persons with uppersecondary qualfications in the age groups 55-64, 45-55, 45-44 und 25-34 years (2002) • In the UK, progress has been more limited 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 • Only 67% of the earnings of an upper secondary graduate • Likelihood of unemployment 1.4 times as high as for upper secondary graduate • Education combines with other influences to make adult training least common among those who need it most • After compulsory education, participation rates fall behind most other countries… … but some catch up later in life • 27% of age group 20-29 participate (OECD 23%) • 16% of age group 30-39 participate, highest in OECD (OECD 5%) 3 1 8 12 22 3 11 13 24 15 A2.2

21. Consider South Korea

23. In many countries, the expansion was accompanied by massive financial investments …while in others student numbers grew faster than expenditure

24. Expenditure on educational institutions as a percentage of GDPAll levels of education B2

25. Expenditure on educational institutions as a percentage of GDPTertiary education (2001) B2

26. Total spending over the average duration of tertiary studies also comparatively low … mainly because of the short study duration • How do above-average instruction time and below-average spending go together? • Comparatively high student/staff ratios Annual expenditure per studenton educational institutions, in equivalent US dollars converted using PPPs • Spending per primary and student has grown in real terms… • Between 1995 and 2001 by 21% (OECD 21%) • Whereas in tertiary education, spending increases have not kept up with enrolment • Between 1995 and 2001 by 8% • But spending per student declined by 6% • Private spending share at tertiary level grew faster than in other EU countries, now at 29% (OECD 22%) B1

28. The distribution of decision-making responsibilities has changed… …but in different ways across countries.

29. Percentage of educational decisions taken at each level of governmentLower secondary education (2003) % D6

30. Percentage of decisions relating by schoolsLower secondary education, by mode of decision making (2003) Organisation of instruction Personnal management % % • Schools in England have a comparatively strong role in educational decision-making • 85% of all decisions taken at school level (OECD average 42%) • Role of central and local governments is strongest for decisions on planning and structures Planning and structures % Resources (allocation and use) % B3

31. Centralisation and decentralisation of decisions Percentage of decisions in lower secondary education taken at more centralised/decentralised levels in 2003 than in 1998 B3 % 60 50 40 30 20 10 0 10 20 30 40 50 60

33. Student learning conditions

34. Intended instruction hours in classroom settings in public schools between ages 7 and 14 (2002) D1 Total number of intended instructions hours

35. Average class size D2

37. Teacher working conditions

38. Basic teachers' salaries in lower secondary educationAnnual statutory teachers' salaries in public institutions in equivalent US dollars converted using PPPs, and ratio of salary after 15 years of experience to GDP per capita (2002) US $ D3

39. Ratio of lower secondary teacher salariesafter 15 years of experience to GDP per capita US $ D3

40. Changes in teachers' salaries in lower secondary educationbetween 1996 and 2002Index of change between 1996 and 2002 (1996=100, 2002 price levels using GDP deflators) Index (1996=100) D3

41. Number of teaching hours per yearNet contact time in hours per year in public institutions (2002) Hours per year

42. Percentage of teachers’ working time spent teaching Hours per year

44. Further information • www.oecd.org • www.pisa.oecd.org • email: pisa@oecd.org • Andreas.Schleicher@OECD.org … and remember: Without data, you are just another person with an opinion

45. Other slides

46. D7.2. Age distribution of teachers (2002)Distribution of teachers in educational institutions, by level of education and age group Primary education

47. D7.2. Age distribution of teachers (2002)Distribution of teachers in educational institutions, by level of education and age group Secondary education

48. D7.1. Change in the age distribution of secondary teachers (1998 and 2002)Change in the age distribution of secondary teachers in educational institutions between 1998 and 2002 (1998 = 0), based on head counts