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Education at a Glance 2009: OECD Indicators
The document presents key findings on the state of education and labor markets in 2009, highlighting the challenges faced by younger graduates competing with experienced workers, and worsening job prospects for those with lower qualifications. It notes significant disparities in educational attainment and participation, driven by economic factors, and underscores the importance of public funding in improving educational outcomes and labor market participation. Additionally, it details variations in educational expenditure across OECD countries and the impact of such investments on educational quality and teacher remuneration.
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Education at a Glance 2009: OECD Indicators
- 1. Education at aGlance 2009Key results
- 2. Better education orlower payGrowing earning differentialsIn the current economic environment…… Opportunity costs for education decline Dominated by lost earnings, not tuition… Labour-market entry becomes more difficultas young graduates compete with experienced workers… Job prospects for less qualified deteriorate further… Young people with lower qualifications who become unemployed are likely to spend long time out of workIn most countries over half of low-qualified unemployed 35-34-year-olds are long-term unemployed
- 3. Better education orlower pay… Higher risks for systems with significant work-based training… Gaps in educational attainment between younger and older cohorts likely to widen
- 4. Better education orlower payThis suggests educational participation to rise furtherIn systems where high tuition limits increased participation additional public spending can leverage additional participation and thus additional public benefitsCountries without significant household spending can improve participation through widening funding base .
- 5. Components of theprivate net present value for a male with higher educationNet present value in USD equivalent
- 6. Public cost andbenefits for a male obtaining upper secondary or post-secondary non-tertiary education and tertiary educationUpper secondary and post-secondary non-tertiary educationTertiaryEducationPublic benefitsPublic costsNet present value, USD equivalent(numbers in orange shownegative values)A8.5USD equivalent
- 7. Supply and demandfor youngindividuals(25-34 year-olds) to skilled jobs, 1998-2006Difference in the proportion of 25-34 year-olds and 45-54 year-old cohort with below tertiary education in skilled jobs Slowing demand for higher educated individuals; Preference towards younger individuals over older with below tertiary education Increasing demand for higher educated individuals; Employers have fewer choices and must take younger, less educated workers to fill skilled positionsSlowing demand for higher educated individuals; Preference towards older individuals (experience) over younger with below tertiary education Increasing demand for higher educated individuals; Demand tends to be satisfied by existing pool of individuals with tertiary education older Advantage for lower-educated younger Slowing Demand for higher-educated GrowingA1.5Percentage point change in the proportion of 25-34 year-olds with tertiary education in skilled jobs between 2006 and 1998
- 8. Marginaleffects of educationonself-reportedhealth and politicalinterestPoliticalinterestHealth Movingfrombelowuppersecondary to uppersecondaryALL 2003WVS 2005ISSP 2004/6WVS 2005ESS 2004ESS 2004Movingfromuppersecondary to tertiaryESS 2006ESS 2006A9.1Yellow and blue bars show non statisticallysignificant countries
- 9. Unabated educational expansionUniversitygraduation doubled from an OECD average of 20% in 1995 o 39% in 2007Pace of change varied widely, Finland improved its relative standing from Rank 10 to Rank 3, US dropped from Rank 2 to Rank 14Significant expansion also of early childhood educationEnrolment of 4-year-olds and under up from an average of 40% in 1998 to 71% in 2007 .
- 10. Averageannualgrowth in thepopulationwithtertiaryeducation(1998-2006)%A1.1
- 11. A world ofchange – highereducationExpenditure per student at tertiary level (USD)Cost per studentGraduate supplyTertiary-type A graduation rate
- 12. A world ofchange – highereducationExpenditure per student at tertiary level (USD)United StatesCost per studentFinlandGraduate supplyTertiary-type A graduation rate
- 13. A world ofchange – highereducationExpenditure per student at tertiary level (USD)AustraliaFinlandUnited KingdomTertiary-type A graduation rate
- 14. A world ofchange – highereducationExpenditure per student at tertiary level (USD)Tertiary-type A graduation rate
- 15. A world ofchange – highereducationExpenditure per student at tertiary level (USD)Tertiary-type A graduation rate
- 16. A world ofchange – highereducationExpenditure per student at tertiary level (USD)Tertiary-type A graduation rate
- 17. A world ofchange – highereducationExpenditure per student at tertiary level (USD)Tertiary-type A graduation rate
- 18. A world ofchange – highereducationExpenditure per student at tertiary level (USD)Tertiary-typeA graduation rate
- 19. A world ofchange – highereducationExpenditure per student at tertiary level (USD)United StatesAustraliaUnited KingdomFinlandTertiary-type A graduation rate
- 20. Proportion of studentswho enter a tertiary programme but leave without at least a first tertiary degree (2005)%A3.4
- 21. Overlapping of topperformers in science, reading and mathematics on average in the OECDScience 9%Science and reading 0.8%Science only 1.3%Science and mathematics 2.8%Science, reading and mathematics 4.1%Reading only 5.3%Mathematicsonly 5.3%Reading and mathematics 1.4%A4.2
- 22. Investment in educationOECDcountries as a whole spend 6.1% of their GDP on educationExpenditure per school student increased on average by 40% between 1995 and 2006Mixed pattern in tertiary educationCountries vary significantly in how they spend their money, different priorities on…… Salaries, learning time, teaching time, class sizeRoom for more effective cost-sharing between government and householdsEven if household expenditure rose much faster than public spending in tertiary education .
- 23. Expenditure on educationalinstitutions as a percentage of GDP for all levels of educationB2.1
- 24. Cumulative expenditure oneducational institutions per student over primary and secondary studies (2006) Annual expenditure on educational institutions per student multiplied by the theoretical duration of studies, in equivalent USD converted using PPPsOECD average (primary and secondary)B1.4
- 25. Changes in studentnumbers and expenditurePrimary, secondary and post-secondary non-tertiary educationIndex of change between 2000 and 2006 (2000=100, 2006 constant prices)Index of change (2000=100)B1.7a
- 26. Contribution of variousfactors to salary cost per upper secondary student as a percentage of GDP per capita (2006)Percentage pointsB7.1
- 27. Contribution of variousfactors to salary cost per primarystudent as a percentage of GDP per capita (2006)Percentage pointsB7.2
- 28. Who pays forhigh-level qualificationsExpenditure on tertiary educational institutions as a percentage of GDP (2006)B3.2
- 29. Changes in studentnumbers and expenditure for tertiary educationIndex of change between 2000 and 2006 (2000=100, 2006 constant prices)B1.7b
- 30. Relationshipsbetweenaveragetuitionfees and proportionof studentswhobenefitfrom public loans and/or scholarships/grantsTertiary-type A, public institutions, academicyear 2006/07, national full-time studentsBubble size shows graduation ratesAveragetuitionfeespublic institutions in USD charged byGroup 2:Potentially high financial barriers for entry to tertiary-type A education, but also large public subsidies to students.Group 3:Extensive and broadly uniform cost sharing across students, student support systems somewhat less developed. Group 4:Relatively low financial barriers to entry to tertiary education and relatively low subsidiesGroup 1:No (or low) financial barriers for tertiary studies due to tuition fees and still a high level of student aid. B5.3% of studentswhobenefitfrom public loansAND/OR sholarships/grants
- 31. Learning environmentSome countrieshave still a relativelyweak evaluation cultureA significant proportion of teachers does not receive any feedback or appraisal of their workMost teachers work in schools where they feel no rewards or recognition for better or more innovative work .
- 32. Some teachers areleft aloneTeachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years (2007-08)D5.1
- 33. Perception of teachersof the impact of appraisal and feedback in theirschool (2007-08)
- 34. Total number ofintended instruction hours in public institutions between the ages of 7 and 14 (2007)Students in OECD countries are expected to receive, on average, 6 862 hours of instruction between the ages of 7 and 14, of which 1 580 betweenages 7 and 8, 2 504 betweenages 9 and 11, and 2 778 betweenages 12 and 14. The large majority of intendedhours of instruction are compulsory. D1.1Total number of intended instruction time in hours
- 35. Teachers’ salaries (minimum,after 15 years experience, and maximum) in lower secondary education (2007)Annual statutory teachers’ salaries in public institutions in lower secondary education, in equivalent USD converted using PPPs, and the ratio of salary of 15 years of experience to GDP per capitaEquivalent USD converted using PPPsThe annualstatutory salaries of lowersecondaryteacherswith 15 yearexperience range fromlessthan USD 15 000 in Hungary and the partner countries Chile and Estonia, to over USD 52 000 in Germany, Ireland, Koreaand Switzerland and exceedsUSD 89 000 in Luxembourg. D3.2
- 36. www.oecd.org/edu/eag2009 All nationaland international publicationsThe complete micro-level databaseEmail: [email protected]… and remember: Without data, you are just another person with an opinionThank you !