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
4
The pool of workers with higher education qualifications
has expanded markedly…
…but at varying paces across countries…
A1.3a
1. Year of reference 2004.
2. Year of reference 2003.
0
Austria
Turkey
Czech Republic
Chile1
Germany
Slovenia
Italy
Slovak Republic
Mexico
Greece
Hungary
Portugal
Belgium
Russian…
Switzerland
45-54
EU19 average
France
OECD average
Luxembourg
Estonia
35-44
Poland
New Zealand
Ireland
Finland
United Kingdom
25-34
Spain
Japan
Canada
Sweden
Australia
27
United States
5
Denmark
30
Korea
Iceland
Netherlands
Israel
Norway
5
5
Growth in higher education qualifications
Approximated by the percentage of persons with ISCED 5A/6 qualification
born in the age groups shown below (2005)
55-64
40
%
35
5
7
25
20
15
10
1
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…
Higher education graduation rates (1995, 2000, 2005)
Percentage of tertiary type A graduates to the population at the typical age of graduation
% 70
2005
1995
2000
60
50
40
30
20
10
1. Net graduation rate is calculated by summing the graduation rates by single year of age in 2005.
2. Year of reference 2004.
Turkey
Slovenia1
Germany1
Austria1
Czech Republic4
Greece
Switzerland
Portugal1
Spain1
United States
Israel1
EU19 average
Japan
Hungary
OECD average
Sweden1
Ireland
United Kingdom
Norway1
Italy
Netherlands1
Poland
Denmark1
Slovak Republic1
A3.1
Finland1,2
New Zealand1
Iceland1
0
Australia1
7
7
A3.4
1. Year of reference 2004.
Hungary
Netherlands
Mexico
Czech Republic
Norway
Turkey
Austria
Iceland
Belgium
Germany
Greece
Spain
Portugal
United States
Italy
4000
Slovak Republic
4500
Japan
Denmark
EU19 average
Sweden
OECD average
Switzerland
Poland
United Kingdom
New Zealand
Finland1
Australia
France
Ireland
Korea
Number of graduates
8
8
Number of higher education science graduates
per 100 000 employed 25-to-34-year-olds (2005)
Tertiary-type A, tertiary-type B and advanced research programmes, by gender
5000
Males
Females
Total
3500
3000
2500
2000
1500
1000
500
0
9
This is despite the fact that an above-average share of
15-year-olds reports to expect completing a college degree
Greece
Canada
1. Response rate too low to ensure comparability.
Germany
Switzerland
United Kingdom1
Netherlands
Austria
Denmark
Vocational HE
Poland
Czech Republic
Slovak Republic
Finland
Iceland
France
New Zealand
90
Portugal
Norway
Luxembourg
Italy
Sweden
Belgium
Spain
Hungary
Mexico
Ireland
Australia
Japan
United States
A4.1
Turkey
Korea
10
10
Percentage of 15-year-olds expecting to
complete higher education (2003)
% 100
University
80
70
60
50
40
30
20
10
0
11
Across OECD countries, the increasing supply of welleducated labor has been matched by the creation of
high-paying jobs.
12
12
The effects of the expansion of higher education:
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.
A high calibre workforce or the overqualified
crowding out the lesser qualified?
Lower secondary
“Middle
group” unemployment rate as a ratio of upper secondary unemployment rate
“Bottom group”
The eight countries
with modest
1.9 in higher
increases
education (2.4% on
Top group
Middle group
The nine countries with no or very
Bottom group
modest increases in higher
education (0.1% on average)
(includes US)
average)
1.8
1.7
1.6
1.5
1.4
“Top group”
The nine1.3countries that expanded
1995
higher education
fastest1998
in the 1999
1990s (5.9% on average)
A1.4
2000
2001
2002
2004
Changes in higher education and changes in
unemployment for lower secondary educated
adults: late 1990s and early 2000s
13
13
Countries in Percentage
red had point change within the periods
low or no growth in
tertiary attainment but
r substantial
Note also:
rising
growth
in higher education qualifications
0.25
unemployment
among thenotSlovak
seem generally
toRepublic
have led to an “inflation”
lower educated.
Change in unemployment 1995-2004
0.3
0.2
of the labour-market value of qualifications.

0.15
0.1
Countries
in green
In all but three
of the 20 countries
with
available
Czech Republic
Poland
had the fastest growth
data, the earnings benefit increased between
1997
in tertiary attainment
and 2003, in Germany, Italy and Hungary
between
and by
close
to zero or
negative
growth
in
20% and 40%
Germany
0.05
Greece
unemployment.
Turkey
Switzerland
United States
0
Mexico
-0.05
Austria
Portugal
Italy
Norway
Canada
Netherlands
New Zealand
Korea
Belgium
Australia
Sweden
Denmark
United Kingdom
Finland
France
Spain
Ireland
-0.1
A1.5
-0.04
-0.02
0.00
0.02
0.04
0.06
0.08
0.10
Change in tertiary attainment levels between 1990-1994 and 1995-1999
0.12
14
Student numbers have continued to rise…
…but spending on higher education rose often even faster.
Index of change between 1995 and 2004 (1995=100, 2004 constant prices)
Tertiary education
Change in expenditure
Change in the number of students (in full-time equivalent)
Change in expenditure per student
Index of change (1995=100)
320
300
280
260
240
220
200
180
160
140
120
100
80
B1.7b
1. Public institutions only.
2. Some levels of education are included with others.
3. Public expenditure only.
Czech Republic
Hungary2
Brazil1,2,3
Poland1,2
Israel
United Kingdom
Portugal2
Sweden
Australia
Japan3
Netherlands
Norway1
Chile
Germany
Mexico
Finland
Slovak Republic3
Austria
Denmark3
Ireland
Italy
United States
Switzerland1,2
Greece1
Spain
60
Turkey2
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)
16
The US spends more than twice as much per higher
education than the European Union.
Expenditure on educational core services, R&D and
ancillary services in higher education institutions as a
percentage of GDP (2004)
17
17
% of GDP
3.0
Total expenditure on educational institutions
Research & development (R&D)
Ancillary services (transport, meals, housing provided by institutions)
Educational core services
2.5
2.0
1.5
1.0
0.5
Russian Federation2
Turkey4
Portugal2
Iceland1,2
Japan1,2
Chile2,3
Brazil1
Estonia
Italy
Hungary
Czech Republic
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
Slovak Republic1
Germany
Greece
Ireland
Spain
Austria
Belgium
Netherlands
Mexico
France
Slovenia
Switzerland
New Zealand
Norway
Poland
Australia
Sweden
Finland
Israel
Denmark1
1.
2.
3.
4.
United Kingdom
B6.2
Korea
United States
0.0
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.
19
19
Average annual tuition fees
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%)
4000
Australia (82%), Japan (41%), Korea (51%)
This chart does not
take into account
grants, subsidies or
loans that partially or
fully offset the
students’ tuition fees.
Canada (m)
3000
Israel1 (55%)
2000
United Kingdom1 (52%)
New Zealand (79%), Netherlands1 (59%)
1000
500
0
B5.1
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.
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)
20
20
Average tuition fees charged by public institutions in USD
For national full-time national students, in USD converted using PPPs
6000
United States
4500
Japan
Australia
3000
Netherlands1
1500
Austria
Spain
Belgium (Fr.)
0
B5.3
France2
Italy
Sweden and Norway
Finland
Poland
0
25
50
Czech Republic
Iceland
Denmark
Turkey
75
100
% 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.
22
Many countries have moved close towards making high
school completion universal…
Growth in baseline qualifications
23
23
A world of change
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
1990s
1970s
1960s
100
1
90
80
13
70
60
50
40
30
20
1
27
10
1. Excluding ISCED 3C short programmes
3. Including some ISCED 3C short programmes
2. Year of reference 2004
3. Year of reference 2003.
Brazil2
Mexico
Portugal
Turkey
Spain
Italy
Greece
Chile2
Korea
Ireland
Poland
Belgium
Iceland
Australia
France
OECD average
EU19 average
Luxembourg
Netherlands
United Kingdom3
Finland
Hungary
New Zealand
Slovak Republic
Israel
Slovenia
Austria3
Russian Federation4
Sweden
Norway
Canada
Denmark
Switzerland
Germany
Estonia
Czech Republic
0
United States
%
1980s
24
A comparison of high school graduation rates shows the
US performing well below the average.
Ireland
Norway
Korea
Japan
Finland1
1. Year of reference 2004.
Mexico
Turkey
Portugal
New Zealand
Spain
Chile
United States
Luxembourg
Sweden
Iceland
Italy
OECD average
Slovenia
Slovak Republic
Hungary
EU19 average
United Kingdom
Denmark
Poland
2005
Switzerland
Israel
100 %
Czech Republic4
A2.1
Germany
Greece
25
25
High school graduation rates (1995, 2005)
Percentage of graduates to the population at the typical age of graduation (unduplicated count)
1995
90
80
70
60
50
40
30
20
10
0
26
Resources in schools
27
27
Efficiency levels in primary and lower secondary
education
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
Input
efficiency outcomes
(extent to which
canwhile
be reduced
while maintaining
the same
level of outputs)
increasing
learning
byinputs
22%
maintaining
current
levels
of resources
(output(the
efficiency).
scope
reducing
Output efficiency
extent to whichThe
outputs
can befor
increased
with thethe
sameresources
level of outputs)
devoted to education while maintaining the current levels of outcomes
Rate of efficiency
is slightly larger, at 30% (input efficiency).
1.0
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0
Overall efficiency levels
B7.1
Public schools
Government-dependent
private schools
Independent private
schools
Average class size in primary education
(2000, 2005)
2005
Number of students
per class
40
35
30
25
2000
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.
20
15
10
5
Luxembourg
Slovenia
Italy
Iceland
Portugal
Switzerland
Denmark
Greece
Estonia
Slovak Republic
Mexico
Hungary
Austria
Poland
Czech Republic
Belgium (Fr.)
Spain
Netherlands
Germany2
United States
Australia
United Kingdom
Ireland1
Brazil
Israel
Turkey
Japan
1. Public institutions only
2. Years of reference 2001 and 2005.
Russian Federation
D2.1a
Chile
0
Korea
29
29
Teachers’
salaries (minimum, after 15 years experience,
International comparisons of salaries provide simplified illustrations
of the
compensation
teachers for education
their work. However,
and
maximum)
inreceived
lower by
secondary
statutory
salaries
as reported
in this
indicator
must be distinguished
Annual
statutory
teachers’
salaries
in public
institutions
in lower
from
the
actual
wage
expenditures
incurred
by
governments
secondary education, in equivalent USD converted using PPs,and
andfrom
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.
Salary after 15 years of experience/ minimum training
Equivalent USD
converted using
PPPs
Starting salary/ minimum training
Salary at the top of scale/ minimum training
140000
120000
100000
80000
60000
40000
20000
Hungary
Israel
Mexico
Czech Republic
Iceland
Slovenia
Greece
Sweden
Italy
Portugal
France
Norway
New Zealand
Finland
Austria
Denmark
Belgium (Fr.)
Belgium (Fl.)
Spain
England
Australia
Netherlands
Ireland
Japan
Scotland
Germany
Korea
United States
D3.2
Switzerland
0
Luxembourg
30
30
Number of teaching hours per year, by level of
education (2005)
Net contact time in hours per year in public institutions
Lower secondary education
Upper secondary education, general programme
countries,
a education
primary school teacher teaches
Primary
Hours per year
In OECD
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.
1200
1000
800
600
400
200
D4.2
Turkey
Japan
Hungary
Portugal
Korea
Greece
Finland
Italy
Austria
France
Denmark
Luxembourg
Czech Republic
Norway
Iceland
Slovenia
Spain
Belgium (Fl.)
Belgium (Fr.)
Ireland
Netherlands
Germany
Estonia
Israel
Brazil
Australia
Chile
Scotland
Russian Federation
New Zealand
Mexico
0
United States
31
31