Embargo 11am CEST 10am GMT 10 September 2019 Tertiary attainment has expanded in the past decade though the UK slipped slightly in relative terms Table A12 Trends in tertiary educational attainment of 2534 yearolds 2008 and 2018 ID: 807374
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Slide1
OECD Indicators 2019
Education at a Glance
Embargo:
11am CEST
10am GMT
10 September 2019
Slide2Tertiary attainment has expanded in the past
decade(though the UK
slipped slightly in relative terms)
Table
A1.2
Trends in tertiary educational attainment of 25-34 year-olds, 2008 and 2018
Rank 6
Rank 9
Slide3A bachelor’s degree is the most common level of tertiary attainment, on average across OECD countries
Figure A1.3
Distribution of 25-34 year-olds with tertiary education, by level of tertiary education (2018)
Rank 7
Rank 26
Slide4The
employment value of different qualifications
Figure A3.5
Employment rates of tertiary-educated younger adults, by levels of tertiary education (2018)
Slide5The earnings value of
different qualifications
Figure A4.1Relative earnings of tertiary-educated adults, by educational attainment (2017)
2013: 123%, 2017: 113%
2013: 154%, 2017: 142%
2013: 174%, 2017: 165%
Slide6Education matters
Slide7Those
with tertiary education
are less likely to be NEET
Fig.A2.4
Percentage of NEETs (
neither employed nor in education or training
) among 25-29 year-olds, by educational attainment (2018)
Slide8Tertiary-educated adults are more resilient against long-term unemployment
Figure A3.2
Percentage of long-term unemployed 25-64 year-olds, by educational attainment (2018)
Slide9The relative earnings
of tertiary-educated adults increases
with professional experience
Figure A4.2
Relative earnings of tertiary-educated adults compared to those with upper secondary education, by age group (2017)
Slide10In some countries, a significant share of tertiary-educated adults are inactive
Figure A3.3
Employment and inactivity rates of tertiary-educated 25-34 year-olds (2018)
Slide11Tertiary graduates
are more likely to keep
improving their skills through continuous adult
learning
Figure A7.1
Participation
of 25-64
year-olds in education and training, by educational attainment(2016)
Slide12Facilitating access to tertiary education
Slide13Governments
fund a varying share of
tertiary expenditure in OECD countries
Figure C3.2b
Distribution of public and private expenditure on tertiary educational institutions, final source of funds (2016)
Slide14Public to
private transfers help support students
in countries with high private costs
Figure C3.1
Distribution of transfers and public and private expenditure on educational institutions (2016)
Slide15Grants or
loans
Figure C5.3
Distribution of students benefiting from public/government-guaranteed loans and scholarships/grants in bachelor's and master's long first degrees or equivalent (2017/18)
Note:
Annual average (or most common) tuition fees charged by public institutions for national students at the bachelor's level are indicated in parenthesis (USD converted using PPPs). The year of reference may differ across countries and economies. Please see Annex 3 for details.
Slide16Fields in high demand still struggle to find the
skilled workers they need
Slide17Engineering and ICT graduates
have the highest employment rates…
Figure A3.1
Employment rates of tertiary-educated adults, by field of study (2018)
Health and Welfare
Business, administration and law
Education
Arts and humanities, social sciences and information
Slide18Change in share of graduates by field of study
Distribution of recent tertiary graduates by field of study, compared with fields of study of all tertiary-education 25-64 year-olds (2017 and 2018)
Slide19…in particular
among those studying
engineering, manufacturing and constructionFigure A1.b
Share of engineering, manufacturing and construction graduates among all tertiary-educated 25-64 year-olds and recent graduates (2017 and 2018)
Slide20Despite expanding access, progression through
tertiary education is uneven
Slide21Only
40% of students entering a
bachelor’s programme graduate within the theoretical duration, on average
Figure B5.1a
Completion rate of full-time students who entered a bachelor's or equivalent
programme
(2017)
Slide22In some countries,
most students who
drop-out of a tertiary programme do so after the first year
Figure B5.3
Share of full-time bachelor's students who are no longer enrolled in tertiary education (and have not graduated) at various timeframes after entry (2017)
Slide23More tertiary students are studying abroad
Slide24The number of international students has more than doubled in less than 20 years
Figure B6.2
Growth in international or foreign enrolment in tertiary education worldwide (1998 to 2017)
Slide25The share of international
students has increased since
2010 in most OECD countriesFigure B6.1
Incoming student mobility in tertiary education in 2010 and 2017
30% from EU
Slide26The share of international students grows with each successive level of tertiary education
Figure B6.3
Incoming student mobility in tertiary education, by level of study (2017)
Slide27Increased financial and human resources have sustained the
expansion of tertiary education
Slide28Spending
has increased by 9% since
2010, three times more than the increase in the number of tertiary
students
, on average
Index of change in total expenditure on tertiary educational institutions per full-time equivalent student (2016)
Table C1.3 Col. 12,15 & 18
Slide29Despite
recent increases
in public expenditure, average spending on tertiary institutions, as a share
of GDP, has
fallen
Figure C2.3
Index of change in public expenditure on educational institutions as a percentage of GDP (2010 and 2016)
Slide30The
number of tertiary teachers
has increased by 1% per year, on average, on par with the number of students
Figure D2.2
Average annual growth rates of the numbers of students and teaching staff in tertiary education (2005-17)
Slide31Spending
on tertiary institutions by spending
categoryFigure C1.2b
Total expenditure on educational institutions per full-time equivalent student by types of service (2016))
Slide32Gender affects participation in education
and employment, but in different ways
Slide33Women are over-
represented in science at master’s level
, but under-represented at doctorate level
Figure B7.4
Share of female graduates in natural sciences, mathematics and statistics at master's and doctoral levels (2017)
Slide34The employment advantage of a doctorate over a master’s degree is greater for women than for men
Figure B7.5
Relative employment rate of 25-64 year-old doctorate holders compared to master's holders (2018)
Slide35Tertiary-educated women earn less than men, even among those who studied similar fields
Figure A4.5
Women's earnings as a percentage of men's earnings, by field of study (2017)
Slide36Lower earnings for tertiary-educated women results in lower financial returns to their education
Figure A5.1
Private net financial returns for a man or a woman attaining tertiary education (2016)
Slide37Vocational programmes can
provide adults with labour market-relevant skills
Slide38Engineering, manufacturing and construction are popular fields among upper secondary vocational graduates
Figure B3.3
Distribution of upper secondary vocational programmes by selected field of study (2017)
Slide39In some countries, young adults turn to vocational upper secondary education to improve their skills
Figure B3.1
Average age of first-time upper secondary and post-secondary non-tertiary graduates, by programme orientation (2017)
Age
Slide40Starting strong
Slide41Greater spending on early childhood education and care can improve quality and access
Figure B2.3
Expenditure on all children aged 3 to 5 enrolled in early childhood education and care (ISCED 0) and primary education as a percentage of GDP (2016)
Slide42Pre-primary education relies heavily on teaching aides
Figure B2.4
Ratio of children to staff in pre-primary (ISCED 02) education (2017)
Note:
Figures in parentheses show the percentages of teachers' aides among ECEC contact staff (teachers and teachers' aides).
Slide43Allocating adequate resources helps sustain
quality learning at all levels of education
Slide44Total public expenditure on education increased between 2010 and 2016, on average across OECD countries
Figure C4.2
Index of change in total public expenditure on education as a share of total government expenditure (2010 and 2016)
Slide45Spending on education institutions ranges from 3% of GDP in Russia to 6% in Norway
Figure C2.1.
Total expenditure on educational institutions as a percentage of GDP (2016)
Slide46But the share of private spending on primary to tertiary educational institutions has increased in many countries
Figure C3.3
Change in the relative share of public, private and international expenditure on primary to tertiary
educational institutions (2010, 2016)
Slide47OECD countries spend about USD 90 700 per student on average, in primary and secondary education
Figure C1.3.
Cumulative expenditure on educational institutions per full-time equivalent student between the age of 6 and 15 (2016)
Slide48While average class size decreased in most OECD countries, it increased in the UK
Figure D2.3
Average class size in primary education (2005 and 2017)
Slide49Yet in many countries teachers’ salaries are still low and the earnings progression is flat
Figure D3.2.
Lower secondary teachers’ statutory salaries at different points in teachers' careers (2018)
Slide50School heads
earn more than
other tertiary-educated workers, while teachers earn
less
, on
average
Figure D3.1
Lower secondary teachers' and school heads' salaries relative to earnings for tertiary-educated workers (2017)
Slide51Balancing teachers’ salaries and reducing class size
Figure C7.3
Index of change in teachers' salaries and in average class size in primary education between 2005 and 2017
Slide52Share of teachers’ working time spent on teaching and other activities
Figure D4.4
Percentage of lower secondary teachers' working time spent teaching (2018)
Slide53Contribution of various factors to salary cost of teachers per student in public institutions, primary education (2017)
Figure C7.2
Slide54The teaching workforce is ageing
Slide55The share of teachers under 30 decreases as the level of education taught rises
Figure D5.2
Share of teachers less than 30 years old, by level of education (2017)
Slide56Find out more about our work at
www.oecd.org/edu
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