1
1
Organisation for Economic Cooperation and Development (OECD)
Educational standards and
economic and social development
Lisbon Council
Brussels, 14 September 2005
Andreas Schleicher
Head, Indicators and Analysis Division
OECD Directorate for Education
2
Making Europe the world‘s premier
knowledge economy by 2010.
Using education as a lever to compete by
working smarter, rather than working
harder or cheaper.
3
3
Where are the drivers
of the knowledge economy in education?
Knowledge
Connectiveness
Innovation
Flexibility
4
Delivering high level qualifications.
A world of change.
A1.3a
Portugal
Luxembourg
Austria
Italy
1980's
Mexico
Turkey
Greece
Belgium
16
Slovak Republic
2
Korea
Spain
Ireland
1970's
New Zealand
14
Czech Republic
10
France
9
Poland
20
Germany
Japan
1
Iceland
1960's
Finland
30
United Kingdom
Australia
Hungary
Switzerland
Sweden
Netherlands
Canada
40
Norway
Denmark
United States
5
5
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 (2003)
Growth in university-level qualifications
1990's
3
15
23
10
0
21
6
6
Borderless education:
Where international students go
Percentage of foreign tertiary students reported to the OECD who are enrolled in each country of destination
Sweden, 1.2
New Zealand; 1.2
Netherlands; 1
Malaysia, 1.3
Austria; 1.5
Other OECD
Switzerland, 1.6
Other non-OECD
Italy; 1.7
Belgium, 2
Spain; 2.5
Russ. Federation, 3.2
Japan, 4.1
United States, 27.7
According to the
Shanghai rating, 17 of
the world’s top 20
universities are in the
United States
Australia, 8.9
France; 10.5
United Kingdom; 12.1
Germany, 11.4
Turkey
Czech Republic4
Austria
Germany
Switzerland
Slovak Republic4
France
Italy
50
Spain
United States
Japan
Hungary
Sweden
Ireland
United Kingdom
Norway
Denmark
Poland
Iceland
60
Finland
Australia
8
8
From institutions to qualifications
Tertiary-type A graduation rates, by duration (2003)
%
More than 6 years
5 to 6 years
3 to less than 5 years
40
30
20
10
0
OECD
EU
Czech Republic
50
Austria
60
Belgium
70
Mexico
Switzerland
Germany
France
Ireland
Japan
Slovak Republic
United Kingdom
Denmark
Spain
Italy
Korea
Netherlands
Hungary
United States
New Zealand
Poland
Finland
Iceland
Sweden
Australia
10
10
A moving target
Sum of net entry rates into tertiary education for single year of age (2003)
Tertiary-type A
%
80
Current
graduation
rate
40
30
20
10
0
11
11
12
Mobilising resources
Who pays for education and who benefits ?
Economiesin
and
ideologies qualifications
Investment
high-level
13
13
% of GDP
3
Expenditure
on tertiary
institutions
… in Austria,
Germany,educational
Denmark and
Norway private
as a contribute
percentageaof
GDPlarger
(2002)share of the
sources
much
costs of early childhood education and care than
for tertiary
education Private
Puvlic
Total 95
2.5
2
1.5
1
B2.1
EU
Korea
Japan
Italy
Australia
Czech Republic
United Kingdom
New Zealand
Portugal
Spain
France
Hungary
Germany
Mexico
Netherlands
Iceland
Turkey
Poland
Ireland
Austria
Greece
Belgium
Norway
Sweden
Finland
Denmark
0
United States
0.5
Annual expenditure per student
on educational institutions, in equivalent US dollars converted using PPPs
USD 25,000
USD 20,000
USD 15,000
United States
USD 10,000
Japan
USD 5,000
EU
pp
er
S
T
er
ti
ar
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ry
ec
on
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on
da
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U
Lo
we
r
se
c
Pr
im
ar
y
pr
im
ar
y
USD 0
Pr
e-
14
14
Where do high skills pay?
17
17
Distribution of 25-64-year-olds by level of earnings
EU
United States
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Be
lo
w
pp
e
U
up
pe
r
se
co
nd
r
ar
y
Te sec
o
rt
nd
ia
ar
ry
y
Te
-t
rt
yp
ia
e
ry
B
-t
Be
yp
lo
e
w
A
up
pe
r
se
U
co
pp
nd
er
ar
y
Te sec
o
rt
nd
ia
ar
ry
y
Te
-t
rt
yp
ia
e
ry
B
-t
yp
e
A
0%
More than 2 times the median
More than 1.5 times the median
but at or below 2.0 times the
median
More than the median but at or
below 1.5 times the median
More than half the median but
at or below the median
At or below half of the median
18
18
The returns on high level qualifications
Private internal rates of return (RoR) for an individual obtaining a university-level
degree (ISCED 5/6) from an upper secondary and post-secondary non-tertiary level
of education (ISCED 3/4), MALES
Taxes
Tuition
-10
Sweden
Japan
Netherlands
Germany
Italy
Denmark
Canada
France
UK
United States
Higher income
-5
0
Lower risk of unemployment
5
10
15
Public subsidies
20
25
The driving forces of GDP per capita growth
21
21
Average annual percentage change (1990-2000)
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
5
0.5
0
-0.5
•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
Ireland
-1.5
Luxembourg
-1
Enhancements in human capital contribute to
labour productivity growth
22
22
Average annual percentage change (1990-2000)
Hours worked
Level of education
Hourly GDP per efficient unit of labour
Labour productivity
5
4
3
2
1
0
New Zealand
Netherlands
France
Canada
Germany
Norway
Italy
United Kingdom
Australia
Portugal
Denmark
Sweden
Finland
Ireland
-2
United States
-1
23
23
24
Making lifelong learning a reality.
For all.
Participation of the labour force in non-formal jobrelated continuing education and training (2003)
25
25
All levels of education
Lower upper secondary education
%
Upper secondary and post-secondary non-tertiary education
Tertiary education
70
60
50
40
30
20
10
OECD
Greece
Hungary
Italy
Spain
Portugal
Poland
Czech Republic
Ireland
Germany
Luxembourg
Belgium
France
Slovak Republic
Austria
Canada 1
United Kingdom
Switzerland
Finland
United States
Sweden
Denmark
0
OECD
Greece
Hungary
%
Italy
Unemployed
Spain
Portugal
Poland
Ireland
Czech Republic
Employed
Germany
Luxembourg
Belgium
Austria
Total
France
Slovak Republic
Canada 1
United Kingdom
Switzerland
Finland
United States
Denmark
Sweden
26
26
Participation of the labour force in non-formal jobrelated continuing education and training (2003)
Labour
force
50
45
40
35
30
25
20
15
10
5
0
Participation of the labour force in non-formal jobrelated continuing education and training (2003)
27
27
Total
Resource industries
Goods-producing industries
Lower-tier services
Upper-tier services
%
70
60
50
40
30
20
10
OECD
Greece
Hungary
Italy
Spain
Portugal
Poland
Czech Republic
Germany
Luxembourg
Ireland
Belgium
France
Austria
Slovak Republic
Canada1
Switzerland
United Kingdom
United States
Finland
Denmark
Sweden
0
28
28
29
Who can afford these
productivity differentials ?
How school performance varies .
Consistency in quality standards
30
30
Variation in the performance of 15-year-olds in mathematics
100
Variation of
performance within
schools
80
60
40
20
0
-20
1
11
Iceland
Norway
Sweden
Poland
Ireland
Canada
Spain
New Zealand
Australia
United States
Mexico
Portugal
Luxembourg
Switzerland
Greece
Slovak Republic
Korea
Czech Republic
Netherlands
Austria
Germany
Italy
Belgium
Japan
Hungary
Turkey
14
12
5
-80
Denmark
-60
Finland
Variation of
performance between
schools
-40
OECD (2004), Learning for tomorrow’s world: First results from PISA 2003, Table 4.1a, p.383.
32
32
33
Using the potential.
Equality in outcomes
and equity in opportunities.
School performance and schools’ socioeconomic background - Germany
34
34
800
Student performance and student SES
within schools
Student performance
School performance and school SES
Student performance and student SES
School proportional to size
500
200
-3
Disadvantage
-2
-1
0
1
PISA Index of social background
2
Advantage
3
School performance and schools’ socioeconomic background - Finland
35
35
800
Student performance and student SES
Student performance
Student performance and student SES
within schools
School performance and school SES
School proportional to size
500
200
-3
Disadvantage
-2
-1
0
1
PISA Index of social background
2
Advantage
3
36
36
37
Making education a
knowledge rich profession
38
38
One challenge – different approaches
The future of education
systems needs to be
“knowledge rich”
Informed professional
judgement, the teacher as
a “knowledge worker”
Informed
prescription
National
prescription
Professional
judgement
Uninformed
prescription, teachers
implement curricula
Uninformed professional
judgement
The tradition of
education systems has
been “knowledge poor”
39
39
Further information

www.pisa.oecd.org
– All national and international publications
– The complete micro-level database

email: pisa@oecd.org

Andreas.Schleicher@OECD.org
… and remember:
Without data, you are just another person
with an opinion
What can a 15-year-old expect in the next 15 years ?
(2003)
In education and employed (including work study programmes)
In education and not employed
Not in education but employed
Not in the labour force
Unemployed
OECD
% of total public
expenditure
15
13
11
9
7
5
3
Iceland
Luxembourg
Denmark
Norway
Sweden
Netherlands
Ireland
Portugal
Austria
Switzerland
Canada
Germany
Australia
France
United Kingdom
United States
Finland
Belgium
Spain
Czech Republic
Greece
Hungary
Poland
Italy
Slovak Republic
-1
Mexico
1
Turkey
40
40
Share of the 25-to-29-year-olds who are unemployed
and not in education, by level of educational
attainment (2003)
43
43
Below upper secondary education
Upper secondary and post-secondary non-tertiary education
Tertiary education
%
45
40
35
30
25
20
15
10
Netherlands1
Luxembourg
Mexico
Denmark
Ireland
Austria
United Kingdom
Switzerland
Australia
Norway
Hungary
Czech Republic
Portugal
Sweden
Canada
Turkey
Germany
Belgium
Italy
Finland
France
Spain
Greece
Slovak Republic
Poland
0
United States1
5
0
Mexico
Turkey
Portugal
Spain
Iceland 1
Italy 1
Netherlands 1
Greece
Australia
Belgium
France
Germany
Males
Ireland
Hungary
United States 1
Canada
%
Switzerland
Denmark
Sweden
Austria
Finland
Luxembourg
United Kingdom
Poland
Czech Republic
Slovak Republic
80
Norway
44
44
Share of 20-to-24-year olds who have not attained upper secondary education and who are
no longer in education
The situation of the youth population with low levels
of education (2003)
Females
70
60
50
40
30
20
10
45
45
D1.2. Total number of intended instruction hours in
public institutions between ages 7 and 14 (2003)
Ages 7 -8
Ages 9 -11
Ages 12-14
Finland
Poland
Norway
Denmark
Japan
Sweden
Korea
Hungary
Germany
Slovak
Iceland
Luxembourg
Spain
Belgium (Fl.)
Turkey
Portugal
England 1
Ireland
France
Mexico
Greece
Belgium (Fr.)
New Zealand
Scotland
Australia
Netherlands
Italy
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
Cumulative number of intended instructions hours
0
Switzerland
Denmark
Iceland
Luxembourg
Ireland 1
Italy
Belgium (Fr.)
Hungary
Portugal
United States
Greece
Slovak Republic
Czech Republic
Austria
United Kingdom
France
Poland
Spain
Germany
Australia
Mexico
Japan
40
Korea
46
46
D2.1. Average class size in lower secondary education
(2003)
Number of students per class in public and private institutions
Number of students per class
35
30
25
20
15
10
5
D3.2. Teachers salaries in lower secondary education
(2003)
Annual statutory teachers’ salaries in public institutions for teachers of lower secondary
education, in equivalent US dollars converted using PPPs
Equivalent US dollars converted using purchasing power parities
120,000
Salary after 15 years of experience/ minimum training
Salary at the top of scale/ minimum training
Starting salary/ minimum training
100,000
80,000
60,000
40,000
Slovak
Poland
Hungary
Czech Republic
Mexico
Iceland
Greece
Sweden
Italy
France
Portugal
Austria
New Zealand
Norway
Finland
Belgium (Fr.)
Denmark
Belgium (Fl.)
Spain
Ireland
England
Australia
Netherlands
Scotland
Japan
Korea
Germany
Switzerland
0
United States
20,000
Luxembourg
47
47
Slovak Republic
Iceland
Poland
Norway
Hungary
Sweden
Czech Republic
Austria
United States
Italy
France
Denmark
Ireland
Belgium (Fr.)
Belgium (Fl.)
Finland
Greece
England
Australia
Netherlands
Scotland
Luxembourg
New Zealand
Spain
Japan
Switzerland
Germany
Portugal
3
Mexico
Korea
48
48
D3.1b. Ratio of statutory salaries after 15 years of
experience to GDP per capita for teachers in lower
secondary education (2003)
Ratio
2
1
0
49
49
D4.2. Number of teaching hours per year, by
level of education (2003)
Net contact time in hours per year in public institutions
Hours per year
1,200
Lower secondary education
1,100
Primary education
1,000
Upper secondary education, general programmes
900
800
700
600
500
400
300
200
Turkey
Japan
Hungary
Korea
Spain
Italy
Finland
Czech Republic
Austria
France
Portugal
Greece
Poland
Denmark
Luxembourg
Iceland
Slovak Republic
Norway
Belgium (Fl.)
Belgium (Fr.)
Ireland
Germany
Netherlands
Australia
Scotland
New Zealand
Mexico
0
United States
100