Organisation for Economic Co-Operation and Development
Education at a Glance 2004 – Andreas Schleicher
1
I risultati dell’Italia
nell’indagine OCSE
“Education at a Glance”
15 September 2004
Andreas Schleicher
Head, Indicators and Analysis Division
OECD’s Objectives
2

Producing a small but critical mass of policyoriented indicators ...
Education at a Glance 2004 – Andreas Schleicher
… that provide truly comparative insight into the
functioning, development and impact of
learning...
… within a framework of agreed standards,
established collaboratively by countries …

The idea:

By seeing themselves in the light of other
countries’ performance…
… countries can identify their own strengths and
weaknesses
Education at a Glance 2004 – Andreas Schleicher
3
In the dark, all education systems look the same…
Education at a Glance 2004 – Andreas Schleicher
4
But with a little light….
Education at a Glance 2004 – Andreas Schleicher
5
But with a little light….
…important differences become apparent….
I risultati dell’Italia nell’indagine OCSE
“Education at a Glance”
6
1. Where we are today
Continued growth in educational participation…
… and its impact for individuals and economies
 The financing of education
 Student learning conditions and teacher
working conditions
 The quality of educational outcomes
Education at a Glance 2004 – Andreas Schleicher

2. Where we can be

What the best performing countries show can
be achieved
3. How we can get there

Policy levers that emerge from international
comparisons
7
Education at a Glance 2003 – Andreas Schleicher
More people are completing higher
levels of education
than ever before…
…in some countries, growth has been spectacular…
…but others have fallen behind.
Growth in baseline qualifications
8
Approximated by the percentage of persons with uppersecondary qualfications in
the age groups 55-64, 45-55, 45-44 und 25-34 years (2002)
A2.2
Portugal
Mexico
Turkey
Spain
Italy
Korea
Ireland
Belgium
Switzerland
0
Australia
10
Hungary
20
United States
Education at a Glance 2004 – Andreas Schleicher
30
Iceland
40
France
50
Finland
60
With serious consequences for those who have not
22
completed this level
– Only 39% of women without upper secondary25
education
are employed, compared with 61% of those with upper
secondary and 79% of those with tertiary education
– Women without upper secondary education earn only
3 84% of upper
11 13
24 26
15
secondary
graduates and little
more than
half of tertiary graduates
United Kingdom

Japan
70
Sweden
80
Canada
90
1970's
1980'sall people 1990's
In1960's
Italy, progress
to ensure that
obtain strong baseline
qualifications (at
upper
3
1
8
12
secondary
level) has been limited
Norway

Germany
100
A3.2
Mexico
21 22
Portugal
10
Austria
1980's
Turkey
19
Italy
Greece
7
Korea
20
Spain
France
New Zealand
1970's
Ireland
Poland
Czech Republic
Germany
Japan
Finland
Hungary
1960's
Australia
United Kingdom
Switzerland
Sweden
Canada
Netherlands
40
Denmark
Norway
United States
Education at a Glance 2004 – Andreas Schleicher
9
Growth in university-level qualifications
Approximated 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)
1990's
30
8 4
24
26
0
Current entry rates suggest
that the growth will continue
10
Sum of net entry rates for single year of age
in tertiary-type A and tertiary-type B education
Australia entry rates
Swedenin universities
Iceland suggest Finland
Today’s
that the
Poland for higher
Newqualifications
Zealand
United
Hungary
strive
willStates
continue…

Netherlands

Half of an
Spain
Denmark
Italyin Australia,
age
cohort now enter
university, and
Finland, Iceland,
Poland
and Sweden
70% or Japan
more
Korea
United
Kingdom
Slovak Republic

University-entry
in Italy is, at
50%, at the average
level
Ireland
France
Germany
Switzerland
80
70
50
Mexico
Belgium
Austria
… but
not everyone
completes with
a degree

40
Czech Republic
Drop-out in Italy is, at 52%, the highest in the OECD
– Drop-out is somewhat lower in the new short university
programmes
30
20
10
zech Republic
Austria
Belgium
Mexico
Switzerland
Germany
France
Ireland
Japan
lovak Republic
nited Kingdom
Korea
Italy
Denmark
Spain
Netherlands
Hungary
United States
Poland
Finland
New Zealand
C3.1
Iceland
Sweden
0
Australia
Education at a Glance 2004 – Andreas Schleicher
60
Higher tertiary participation is becoming visible in
the qualification of the workforce
11
Percentage of 25-64-year-olds with academic
or vocational tertiary qualification
(10 countries with steepest growth + Italy)
45
United States
Education at a Glance 2004 – Andreas Schleicher
40
Belgium
35
France
30
Australia
25
Ireland
Denmark
United Kingdom
20
Korea
15
Spain
Canada
10
Country mean
5
Italy
0
A3.4
1991
1995
1998
1999
2000
2001
2002
Foreign
students
in tertiary
education
Education is rapidly
becoming
and international
domain
by country

Foreign enrolment in tertiary
educationofinstudy
OECD (2002)
countries
rose by 35% between 1998 and 2002
Other OECD
Netherlands

Italy saw a rise of 24%,OECD
but partner
foreign enrolment is still
limited
6%
countries
Austria
1%

Only 2.2% of Italian students
study
abroad
(OECD
4.1)
5%
2%
12
Sweden
Italy
1%
2%
Switzerland
United States
2%
30%
Belgium
2%
Education at a Glance 2004 – Andreas Schleicher

Spain
2%
Japan
4%
United Kingdom
France
12%
C3.6
9%
Germany
Australia
12%
10%
The 1990’s was the decade when women moved ahead
of men in terms of educational attainment
13
Percentage of Tertiary Type-A qualification awarded to women
100

90
80
Italy is strong in women graduation rates


70
Education at a Glance 2004 – Andreas Schleicher
60

50
40
30
20
10
0A4.2
In Italy,
the proportion
share of women among first degree
Higher
All fields
of study
holders is,ofatwomen
61%, one of the highest
in the
OECD
Italy is the only country in which the
number of men
Health and welfare
and women graduating from mathematics and
Life sciences, physical science
computer science is equal
and agriculture
Gender differences in fields of study at university
Mathematics and computer
level are already mirrored in the educational
science
aspirations of 15-year-olds
Humanities, arts and education
– Career expectations of boys were far more often
Social
business, law
associated with physics, mathematics
orsciences,
engineering
(on average 18% of boys versus 5% and
of services
girls)
Engineering, manufacturing and
– While
girls
more
frequently
expected
occupations
Higher proportion
construction
relatedof
tomen
life sciences and health (20% of girls
compared to only 7% of boys)
OECD average
Italy
Education at a Glance 2004 – Andreas Schleicher
14
15
Education at a Glance 2003 – Andreas Schleicher
Why education matters more than ever…
Growing educational success pays off.
The earnings advantage of education
16
Relative earnings of 25-64-year-olds with income from employment
(upper secondary education=100)
260
240
220
200
180
160
140
100
80
60
Male-tertiary
A3.2
Female-tertiary
Male-below upper sec
Spa
in
wZ
eal
and
Ne
mar
k
Den
ea
Kor
ly
No
rwa
y
Sw
itz
erl
and
Ge r
ma
ny
Bel
giu
m
Ire
l an
d
Ne
the
rlan
ds
Ita
Can
ada
Aus
tra
l ia
n
Sw
ede
gdo
m
Kin
lan
d
Uni
ted
Fin
nce
Cze
Fra
uga
l
ch
Rep
ubl
ic
es
Por
t
Sta
t
ted
Hu
ng
ary
40
Uni
Education at a Glance 2004 – Andreas Schleicher
120
Female-below upper sec
Trends in the earnings advantage
17
Trends in relative earnings of 25-64-year-old tertiary graduates
(upper secondary=100, countries with 5% or more attainment growth +I)

200
Growing benefits in many of the countries with the
steepest attainment growth
190
180
170
Education at a Glance 2004 – Andreas Schleicher
160
150

140
130

120
110
Belgium
Canada
In the countries in which tertiary attainment increased OECD
by mean
more than 5 percentage points since 1995 (Australia, Denmark
Finland
Austria, Belgium, Canada, Denmark, France, Iceland,
Ireland, Japan, Korea, Spain and the UK) most have seenFrance
Germany
falling unemployment and rising earnings benefits
In Australia, Canada, Germany, Hungary, Ireland and theHungary
UK, the earnings benefit increased by between 6 and 14Ireland
per
Italy
centage points between 1997 and 2001
Among the 15 countries with comparable data, only NewKorea
New Zealand
Zealand, Norway and Spain have seen a decline in earnings
Norway
benefits
Spain
100
A11.2
Australia
Sweden
1997
1998
1999
2000
2001
2002
Switzerland
United Kingdom
The driving forces of GDP per capita growth
Average annual percentage change (1990-2000)
18
Working-age population/total population
Employment/working-age population
Labour productivity
GDP per capita growth
6.5
6
5.5
•But in almost all countries, the biggest
•Increases4.5in employment
rates made
a big
•Ireland,
Korea,
Mexico and Turkey were the
contribution
came
from
increased
4 to growth in some countries
contribution
only countries where demography made a
labour productivity
3.5
But3 where does labour productivity
growthimpact
come on
from…
significant positive
GDP per capita
growth…
2.5
…and
why
does
it
vary
so
much across countries?
2
…in others1.5it is beginning to act as a slight drag
on growth 1
0.5
0
-0.5
A12
•While declines in employment rates reduced
growth in others
Switzerland
New Zealand
Germany2
Japan
Sweden
Italy
Iceland
France
Mexico
Canada
Greece
Denmark
Belgium
Austria
Norway1
United Kingdom
Turkey
Finland
United States
Netherlands
Australia
Spain
Portugal
Korea
-1.5
Luxembourg
-1
Ireland
Education at a Glance 2004 – Andreas Schleicher
5
Enhancements in human capital contribute to
labour productivity growth
19
Average annual percentage change (1990-2000)
Hours worked
Level of education
Hourly GDP per efficient unit of labour
Labour productivity
5
4
3
1
0
New Zealand
Netherlands
France
Canada
Germany
Norway
Italy
Australia
Portugal
Denmark
Sweden
United Kingdom
A12
Finland
-2
United States
-1
Ireland
Education at a Glance 2004 – Andreas Schleicher
2
Education at a Glance 2004 – Andreas Schleicher
20
21
Education at a Glance 2003 – Andreas Schleicher
In many countries, the expansion was
accompanied by massive financial
investments
…while in others student numbers grew faster than
expenditure
Annual expenditure per student
25
on educational institutions, in equivalent US dollars converted using PPPs

6,000 levels do not translate into strong results
HighUSD
spending
OECD
USD 2,000
Italy
pp
er
U
Te
rt
ia
ry
nd
ar
y
S
ec
o
ec
o
nd
ar
y
USD 0
B1
EU
USD 4,000
S

(10.6 in primary education, the lowest in the OECD)
USD 8,000
Annual
intended instruction hours for students are high but
teaching hours for teachers are low
Pr
im
ar
y
Education at a Glance 2004 – Andreas Schleicher

USD
Much10,000
of spending is invested in very low student/staff ratios
er

Spending per primary and secondary student in Italy is well
above
OECD average
USDthe
12,000
Why is spending high but teacher salaries are low?
Lo
w

Cumulative expenditure on educational institutions per student
over the average duration of tertiary studies
26
Annual expenditure on educational institutions per student multiplied by average duration of
studies, in equivalent US dollars converted using PPPs (2001)
Equivalent US dollars
converted using PPPs
80000
Each segment of the bar represents the annual
70000
expenditure per student. The number of segments
represents the number of years a student remains on60000
average in tertiary education.
50000
30000
20000
10000
Mexico
Korea
Greece
Hungary
Australia
Ireland
Spain
France
Japan
Italy
Finland
Germany
Denmark
Austria
United Kingdom
B1
Netherlands
Sweden
0
Switzerland
Education at a Glance 2004 – Andreas Schleicher
40000
Changes in spending per student
in primary and secondary education
27
relative to different factors (1995=100, 2001 constant prices )
Change in expenditure
Change in expenditure per student
Change in the number of students
Index of change (1995=100)
180
170
166
160
157
145
140
130
Portugal
Poland
Ireland
Australia
Spain
Mexico
Netherlands
Japan
United States
Italy
Finland
Sweden
103
United Kingdom
B1
94
Switzerland
80
103
100
Germany
100
109
106
114
114
112
France
110
125
124
122
120
90
131
129
Norway
Education at a Glance 2004 – Andreas Schleicher
150
Basic teachers' salaries in lower secondary education
Annual 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)
28
Salary after 15 years of experience/minimum training
Starting salary/minimum training
Salary at the top of scale/minimum training
US $
80000
70000
60000
50000
30000
20000
Slovak Republic
Hungary
Iceland
Mexico
Greece
Sweden
Italy
Norway
Portugal
France
Austria
Belgium (Fr.)
New Zealand
Denmark
Belgium (Fl.)
Finland
Spain
Ireland
Netherlands
England
Australia
Scotland
Japan
Korea
Czech Republic
D3
Germany
0
United States
10000
Switzerland
Education at a Glance 2004 – Andreas Schleicher
40000
Changes in teachers' salaries in lower secondary education
between 1996 and 2002
29
Index of change between 1996 and 2002 (1996=100, 2002 price levels using GDP deflators)
Salary after 15 years of experience
Starting salary
Salary at the top of scale
Index (1996=100)
180
160
120
100
Ireland
Belgium (Fr.)
Netherlands
Switzerland
Greece
Belgium (Fl.)
Austria
Portugal
Japan
Italy
England
Norway
Scotland
Denmark
Australia
Finland
New Zealand
D3
Hungary
80
Mexico
Education at a Glance 2004 – Andreas Schleicher
140
0
Japan
Korea
Spain
Finland
Hungary
Italy
Austria
Greece
Czech Republic
France
Norway
Iceland
Portugal
Denmark
Slovak Republic
Belgium (Fr.)
Belgium (Fl.)
Ireland
Germany
Hours per year
Australia
Netherlands
Scotland
New Zealand
United States
Mexico
Education at a Glance 2004 – Andreas Schleicher
30
Percentage of teachers’ working time spent teaching
Lower secondary education
Primary education
Upper secondary education, general programmes
1300
1200
1100
1000
900
800
700
600
500
400
300
200
100
Education at a Glance 2004 – Andreas Schleicher
32
33
Education at a Glance 2003 – Andreas Schleicher
But what about the quality of education?
OECD’s PISA assessment allows to compare the
knowledge and skills of 15-year-olds across countries.
PISA - The OECD Programme for
International Student Assessment
34

The most comprehensive international
assessment to date

Geographic and economic coverage
Education at a Glance 2004 – Andreas Schleicher
– 340,000 15-year-old students randomly sampled
– 43 countries in 2000 and 2003, 60 countries in 2006

Subject matter coverage
– Reading, Mathematics, Science
– Cross-curricular competencies

Variety of task formats
– Open-constructed responses, multiple-choice

Depths
– A total of 7 hours of assessment material
High
Performance
35
550
Finland
Canada
High performanceNew Zealand
High performance
530
Ireland
Australia
Hong Kong Korea
Low social equity
High social equity
United Kingdom
Japan
Sweden
510
Education at a Glance 2004 – Andreas Schleicher
Strong impact of
social background on
performance
-25
Belgium
United States
Switzerland
Czech Republik
490
Low performance
Low social equity
Germany
Hungary
470
Austria
Iceland
France
Norway
Denmark
Spain
Moderate impact of
social background on
performance
Italy
Poland
Greece
Portugal
Low performance
High social equity
450
LuxembourgLow
0
Performance
25
High
Performance
36
550
Finland
Canada
New530
Zealand
High performance
Australia
Ireland
Kong Korea
Low social equity
High socialHong
equity
United Kingdom
Japan
High performance
Sweden
Belgium 510 Austria
France
Norway
United States
Denmark
Switzerland
Czech Republik
490
Education at a Glance 2004 – Andreas Schleicher
Strong impact of
social background on
performance
-25
Germany
Hungary
Low performance
470
Low social equity
Spain
Iceland
Moderate
impact of
social background on
performance
Italy
Poland
Low performance
Greece
Portugal
High social equity
450
-20
-15
-10
Low
Luxembourg
0
-5
Performance
5
10
15
.
20
25
Is it all innate ability?
Variation in student performance
37
170
150
130
110
90
70
Education at a Glance 2004 – Andreas Schleicher
50
30
10
Un
ite
d
19
10
1
de
n
9-11
Sw
e
Fin
lan
d
17-21
Sp
ain
3-9
d
re
a
Ko
Kin
gd
om
s
te
St
a
4-9
5-9
5
Ir
ela
n
10-20
3-10
6
7
16
ite
d
19-24
8
Un
rm
an
Ge
21
Ja
pa
n
21-25
y
-30
22
It
aly
-10
Is it all innate ability?
Variation in student performance
38
100
80
60
40
20
0
Education at a Glance 2004 – Andreas Schleicher
-20
-40
-60
Un
ite
d
10
1
de
n
9-11
Sw
e
lan
d
3-9
19
17-21
Fin
4-9
5
Sp
ain
6
Ir
ela
nd
5-9
Kin
gd
om
10-20
3-10
7
Ko
re
a
16
St
at
es
19-24
8
Un
ite
d
rm
an
Ge
21
Ja
pa
n
21-25
y
-100
22
It
aly
-80
Is it all innate ability?
Variation in student performance
39
100
Variation of
performance within
schools
80
60
40
20
0
-40
Variation of
performance between
schools
Un
ite
d
10
1
9-11
de
n
3-9
19
17-21
Sw
e
4-9
5
lan
d
6
Fin
5-9
Kin
gd
om
10-20
3-10
7
Sp
ain
16
St
at
es
19-24
8
Un
ite
d
rm
an
Ge
21
Ja
pa
n
21-25
y
-100
22
It
aly
-80
Ir
ela
nd
-60
Ko
re
a
Education at a Glance 2004 – Andreas Schleicher
-20
40
Education at a Glance 2003 – Andreas Schleicher
How we can get there.
Policy levers that emerge
from international comparisons.
Analytic framework
41
Domain 1
Domain 2
Domain 3
Impact of
Learning
Outcomes
or constrain policy
Quality and
distribution of
knowledge and
skills
Individual
attitudes,
engagement and
behaviour
Social
background of
the learners
Outputs and Policy Levers Antecedents
That shape
that contextualise
Outcomes
Level A
Individual
learner
Education at a Glance 2004 – Andreas Schleicher
Level B
Instructional
settings
Level C
Schools
1.A
Quality of
instructional
delivery
1.B
Variation in
institutional
performance
1.C
Level D
Country or
system
1.D
Overall system
performance
2.A
3.A
Student learning
Learning
conditions and
practices and
teacher working
classroom climate
conditions
2.B
3.B
The learning
environment,
autonomy,
accountability of
schools
2.C
Community
and school
characteristics
System-wide
structures,
resources and
policies
National
educational,
social and
economic context
2.D
3.C
3.D
Policy Levers
42

Student approaches to learning

The ability to manage one’s learning is both an important
outcome of education and a contributor to student
literacy skills at school
–
Education at a Glance 2004 – Andreas Schleicher

Different aspects of students’ learning approaches are
closely related
–

Learning strategies, motivation, self-related beliefs,
preferred learning styles
Well-motivated and self-confident students tend to invest
in effective learning strategies and this contributes to
their literacy skills
Immigrant students tend to be weaker performers
… but they do not have weaker characteristics as learners

Boys and girls each have distinctive strengths and
weaknesses as learners
–
–
Girls stronger in relation to motivation and self-confidence
in reading
Boys believing more than girls in their own efficacy as
learners and in their mathematical abilities
High
Performance
Students perceived
teacher support
550
Finland
High degree of support
Low degree of support
Canada
New530
Zealand
Australia
Ireland
United Kingdom
Hong Kong Korea
Japan
Sweden
Belgium 510 Austria
France
Norway
United States
Denmark
Switzerland
Czech Republik
490
Strong impact of
social background on
performance
Education at a Glance 2004 – Andreas Schleicher
43
-25
Germany
Hungary
470
Spain
Iceland
Moderate
impact of
social background on
performance
Italy
Poland
Greece
Portugal
450
-20
-15
-10
Luxembourg
Low
0
-5
Performance
5
10
15
.
20
25
Governance of the school system
44

In the best performing countries

Education at a Glance 2004 – Andreas Schleicher

Decentralised decision-making is combined with
devices to ensure a fair distribution of
substantive educational opportunities
The provision of standards and curricula at
national/subnational levels is combined with
advanced evaluation systems
– That are implemented by professional agencies

Process-oriented assessments and/or
centralised final examinations are complimented
with individual reports and feed-back
mechanisms on student learning progress
High
Performance
E.g. Learning environment and
course offering
45 High degree of school-level autonomy
550
Low degree of school-level autonomy
% Variance between schools
Finland
11%
Canada
New530
Zealand
Australia
Ireland
United Kingdom
20%Kong Korea
Hong
Japan
9% Sweden
Education at a Glance 2004 – Andreas Schleicher
76%
Strong impact of
social background on
performance
-25
75%
Germany
71%
Belgium 510 Austria
France
Norway
United States
Denmark
Switzerland
Czech Republik
490
Hungary
470
Spain
7% Iceland
Moderate
impact of
social background on
performance
Italy
Poland
Greece
Portugal
r=.51
450
-20
-15
-10
Luxembourg
Low
0
-5
Performance
5
10
15
.
20
25
Organisation of instruction
46

In the best performing countries

Schools and teachers have explicit strategies
and approaches for teaching heterogeneous
groups of learners
– A high degree of individualised learning processes
– Disparities related to socio-economic factors and
migration are recognised as major challenges
Education at a Glance 2004 – Andreas Schleicher


Students are offered a variety of extracurricular activities
Schools offer differentiated support structures
for students
– E.g. school psychologists or career counsellors

Institutional differentiation is introduced, if at
all, at later stages
– Integrated approaches also contributed to reducing
the impact of students socio-economic background on
outcomes
High
Performance
Early selection and institutional
stratification
550
Finland
High degree of integration
Early selection and stratification
Canada
New530
Zealand
Australia
Ireland
United Kingdom
Hong Kong Korea
Japan
Sweden
Belgium 510 Austria
France
Norway
United States
Denmark
Switzerland
Czech Republik
490
Strong impact of
social background on
performance
Education at a Glance 2004 – Andreas Schleicher
47
-25
Germany
Hungary
470
Spain
Iceland
Moderate
impact of
social background on
performance
Italy
Poland
Greece
Portugal
450
-20
-15
-10
Luxembourg
Low
0
-5
Performance
5
10
15
.
20
25
Support systems and professional
teacher development
48

In the best performing countries


Education at a Glance 2004 – Andreas Schleicher



Effective support systems are located at
individual school level or in specialised support
institutions
Teacher training schemes are selective
The training of pre-school personnel is closely
integrated with the professional development of
teachers
Continuing professional development is a
constitutive part of the system
Special attention is paid to the professional
development of school management personnel
Common characteristics
Education at a Glance 2004 – Andreas Schleicher
49
Uniformity
Diversity
“hit and miss”
Universal high standards
“Inputs”
Outcomes
Bureaucratic
Devolved responsibility
Look up
Look outwards
Received wisdom
Data and best practice
Evaluation to control
Prescription
Motivating feedback and
incentivising success and
innovation
Informed profession
One challenge – different approaches
50
The future of education
systems needs to be
“knowledge rich”
Informed professional
judgement, the teacher as
a “knowledge worker”
Education at a Glance 2004 – Andreas Schleicher
Informed
prescription
National
prescription
Professional
judgement
Uninformed
prescription, teachers
implement curricula
Uninformed professional
judgement
The tradition of
education systems has
been “knowledge poor”
Consider South Korea
51
1960s
Beginning of 21st Century
Wealth
Below all South American countries.
Around level of Afghanistan.
20th in OECD.
Educational expenditure
Education at a Glance 2004 – Andreas Schleicher
1st in OECD in % of GDP.
Educational attainment
completing secondary – 24th in OECD.
completing tertiary – 20th in OECD.
completing secondary – 1st in OECD.
completing tertiary – 3rd in OECD.
Educational quality
4th in reading, 1st in mathematics
1st in science in OECD.
Educational equity
1st in OECD.
Further information
52

www.oecd.org
www.pisa.oecd.org
email: pisa@oecd.org

Andreas.Schleicher@OECD.org

Education at a Glance 2004 – Andreas Schleicher

… and remember:
Without data, you are just another
person with an opinion
54
Education at a Glance 2003 – Andreas Schleicher
The distribution of decision-making
responsibilities has changed…
…but in different ways across countries.
Education at a Glance 2004 – Andreas Schleicher
D6
Greece
Mexico
Japan
Turkey 1
Australia
Iceland
Regional and local
Finland
Spain
Austria
France
Germany
Luxembourg
Norway
Portugal
Belgium (Fr.)
Denmark
School
Italy
Sweden
Korea
Slovak Republic
Czech Republic
Hungary
%
New Zealand
England
Netherlands
55
Percentage of educational decisions taken
at each level of government
Lower secondary education (2003)
Central and state
100
80
60
40
20
0
Education at a Glance 2004 – Andreas Schleicher
58