Education

Background

Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy.  In addition, education may improve people’s lives in such social areas as health, civic participation, political interest and happiness. Studies show that educated individuals live longer lives, participate more actively in politics and in the community where they live, commit fewer crimes and rely less on social assistance.

Educational Attainment

Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Highly-educated individuals are less affected by unemployment trends, typically because educational attainment makes an individual more attractive in the job force. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely.   Lifetime earnings also increase with each level of education attained.

Furthermore, following a decline in manual labour over previous decades, employers now favour a more educated labour force.  This shift in demand has made an upper secondary degree, or high-school degree, the minimum credential for finding a job in almost all OECD countries. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In 29 out of 34 OECD countries, 60% or more of the population aged 25 to 64 has completed at least upper secondary education. In some countries, the opposite is true: in Mexico, Portugal, and Turkey, 60% or more of the population aged 25 to 64 have not completed upper secondary education.  However, among younger people in the OECD – a better indicator of a country’s future – 80% of 25-34 year-olds have earned the equivalent of a high-school degree.

On average across OECD countries, 44% of people have an upper secondary degree and 28% of people have a tertiary, or university-level, degree. Females are now more likely to complete upper secondary education than males in almost all OECD countries, a reversal of the historical pattern.

Student Reading Skills

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students near the end of their compulsory education (usually around age 15) have acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science.

In 2009, PISA tested students from OECD member countries on their reading ability. Research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post-formal education. The average student in the OECD area scored 493 out of 600.

Korea and Finland are the highest performing OECD countries, with average PISA scores of 539 and 536 points, respectively. Other top-performing OECD countries in reading literacy include Canada (524), New Zealand (521), Japan (520) and Australia (515). The lowest performing OECD country, Mexico, has an average score of 425. This means that the gap between the highest and lowest performing OECD countries is 114 points –the equivalent of more than two school years apart.

Top Ranking

Please activate Javascript to experience the interactive bar charts.

Indicators

Please activate Javascript to experience the interactive bar charts.

Education in Detail by Country

Australia

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy.  Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely.   Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Australia, 70% of adults aged 25-64 have earned the equivalent of a high-school degree, close to the OECD average of 73%. However, among younger people – a better indicator of Australia’s future – 82% of 25-34 year-olds have earned the equivalent of a high-school degree, also close to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies.  In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Australia is a top-performing OECD country in reading literacy, with the average student scoring 515 out of 600. This score is higher than the OECD average of 493, making Australia the 6th strongest OECD country in reading skills. Moreover, the gap between the high and low performing children is smaller than most.  Additionally, students in Australia performed well in mathematics, with more than 16% reaching the two highest levels of proficiency.

Although Australia’s education system fares well internationally, children from disadvantaged groups generally participate less in the important early childhood programmes and have lower test scores. Students from low socio-economic backgrounds have much lower high school completion rates and are around three times less likely to go to university than those from higher socio-economic areas.

Indicators

Please activate Javascript to experience the interactive bar charts.

Austria

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy.  Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely.   Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Austria, 81% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%. However, among younger people – a better indicator of Austria’s future – 88% of 25-34 year-olds have earned the equivalent of a high-school degree, also higher than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies.  In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Austria scored 470 out of 600 in reading literacy, or slightly lower than the OECD average of 493.

Better Policies for Better Lives

Strengthen education policies for immigrant children

The Austrian education system has had a successful record in the post-war period. It has promoted mass education and delivered good vocational qualifications. Yet, it is now facing the daunting task of providing youth with new and more generic skills, in changing economic and social circumstances.  In particular, university enrolment and graduation rates fall short of other high-income countries, especially in science and engineering.  Additionally, the academic level of students falls short of Austria’s ambitions concerning the quality of its education system, given the amount of resources invested per student.

The OECD found that Austria is one of the member countries where students’ academic achievements are most affected by their families’ socioeconomic background.  In particular, the education system does not cope well with immigrant children – a significant challenge considering that education is one of the primary avenues for social and economic integration in a society.  Austria’s education system, from pre-school to university, should therefore be strengthened. Ambitious reforms, which have already been launched in some areas, should be considered a national priority.

Indicators

Please activate Javascript to experience the interactive bar charts.

Belgium

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy.  Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely.   Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Belgium, 70% of adults aged 25-64 have earned the equivalent of a high-school degree, close to the OECD average of 73%. However, among younger people – a better indicator of Belgium’s future – 83% of 25-34 year-olds have earned the equivalent of a high-school degree, also close to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies.  In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Belgium is a top-performing OECD country in reading literacy, with the average student scoring 506 out of 600. This score is higher than the OECD average of 493, making Belgium the 8th strongest OECD country in reading skills. Additionally, students performed well in mathematics and science, with more than 10% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

Canada

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy.  Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely.   Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force.  High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.   In Canada, 87% of adults aged 25-64 have earned the equivalent of a high-school degree, much higher than the OECD average of 73%. Among younger people – a better indicator of Canada’s future – 92% of 25-34 year-olds have earned the equivalent of a high-school degree, again much higher than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies.  In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Canada is a top-performing OECD country in reading literacy, with the average student scoring 524 out of 600. This score is higher than the OECD average of 493, making Canada the 3rd strongest OECD country in reading skills. Additionally, students performed well in mathematics and science, with more than 11% reaching the two highest levels of proficiency.

Better Policies for Better Lives

Since 2000, Canada has become a world leader in its  professionally-driven reform of its education system. Not only do its students perform well, they perform well despite their socio-economic status, first language or whether they are native Canadians or recent immigrants. In particular, Ontario’s approach to educational reform adheres to important practices, including:

Commitment to education and to children

The strong cultural commitment to education seems to be an important underlying national value that helps explain Canada’s overall strong performance despite the absence of a national governmental role in education. The commitment to the welfare of children, as expressed in Canada’s strong social safety net, helps explain why Canada’s achievement gaps, while still worrisome, are nowhere near as profound as those in the United States.

Cultural support for universal high achievement

The extraordinary performance of Canada’s immigrant children is largely a reflection of the high expectations immigrant families have for their children, and of the high expectations also held by educators as well. Because Canada has historically seen its immigrants as crucial assets for the continuing development of the country, and because its immigration policies reflect those values, schools see it as their role to integrate children into the mainstream culture as rapidly as possible. If anything, the value placed on high achievement for immigrant children seems to have positive spill over effects for expectations for native-born children, rather than vice versa.

Teacher and principal quality

Teaching has historically been a respected profession in Canada, and continues to draw its candidates from the top third of secondary school graduates. Additionally, the province of Ontario has paid special attention to leadership development, especially for school principals. In 2008 the government initiated the Ontario Leadership Strategy that spells out the skills, knowledge and attributes of effective leaders. Among the elements of the strategy are a strong mentoring programme that has now reached over 4 500 principals and vice-principals.

Indicators

Please activate Javascript to experience the interactive bar charts.

Chile

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy.  Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely.  Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Chile, 68% of adults aged 25-64 have earned the equivalent of a high-school degree, lower than the OECD average of 73%. However, among younger people – a better indicator of Chile’s future – 85% of 25-34 year-olds have earned the equivalent of a high-school degree, higher than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies.  In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Chile scored 449 out of 600 in reading literacy, lower than the OECD average of 493.

Indicators

Please activate Javascript to experience the interactive bar charts.

Czech Republic

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy.  Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In the Czech Republic, 91% of adults aged 25-64 have earned the equivalent of a high-school degree, much higher than the OECD average of 73%. Among younger people – a better indicator of the Czech Republic’s future – 94% of 25-34 year-olds have earned the equivalent of a high-school degree, again much higher than the OECD average of 80% and one of the highest rates in the OECD.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies.  In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in the Czech Republic scored 478 out of 600 in reading literacy, or slightly lower than the OECD average of 493.

Indicators

Please activate Javascript to experience the interactive bar charts.

Denmark

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy.  Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely.   Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force.  High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Denmark, 75% of adults aged 25-64 have earned the equivalent of a high-school degree, close to the OECD average of 73%. However, among younger people – a better indicator of Denmark’s future – 85% of 25-34 year-olds have earned the equivalent of a high-school degree, also close to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies.  In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Denmark scored 495 out of 600 in reading literacy, close to the OECD average.

Indicators

Please activate Javascript to experience the interactive bar charts.

Estonia

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Estonia, 88% of adults aged 25-64 have earned the equivalent of a high-school degree, much higher than the OECD average of 73%. However, among younger people – a better indicator of Estonia’s future – 85% of 25-34 year-olds have earned the equivalent of a high-school degree, close to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Estonia is a high-performing OECD country in reading literacy, with the average student scoring 501 out of 600. This score is higher than the OECD average of 493, making Estonia the 10th strongest OECD country in reading skills. Additionally, students performed well in science and mathematics, with more than 10% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

Finland

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Finland, 81% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%. However, among younger people – a better indicator of Finland’s future – 90% of 25-34 year-olds have earned the equivalent of a high-school degree, again higher than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Finland is a top-performing OECD country in reading literacy, with the average student scoring 536 out of 600. This score is higher than the OECD average of 493, making Finland the 2nd strongest OECD country in reading skills. Additionally, students performed extremely well in mathematics and science, with nearly 20% reaching the two highest levels of proficiency.

Better Policies for Better Lives

Highly respected teachers

The trust that teachers enjoy in Finnish society is deserved and reflects the very high quality of their training. Finland has raised the social status of its teachers to a level where there are few occupations with higher status. University professors are among the most highly regarded of all professionals, and even the word for teacher is the same for school teachers as for university professors. In 2010, there were more than 10 applicants for each of the 660 available slots on university courses for training primary schoolteachers, making teaching one of the most sought-after professions.

As a result of this competitive climate, teaching is now a highly selective occupation in Finland, with highly skilled, well-trained teachers spread throughout the country. While teachers in Finland have always enjoyed respect in society, a combination of raising the bar for entry and granting teachers greater autonomy over their classrooms and working conditions than their peers enjoy elsewhere has helped to raise the status of the profession. Teachers have earned the trust of parents and the wider society by their demonstrated capacity to use professional discretion and judgment in the way they manage their classrooms and respond to the challenge of helping virtually all students become successful learners.

Since the 1980s, the Finnish system of accountability was redeveloped entirely from the bottom up. Teacher candidates are selected, in part, according to their capacity to convey their belief in the core mission of public education in Finland, which is deeply humanistic as well as civic and economic. The preparation they receive is designed to build a powerful sense of individual responsibility for the learning and well-being of all the students in their care. During their careers, they must combine the roles of researcher and practitioner. Teachers in Finland are not only expected to become familiar with the knowledge base in education and human development, but are also required to write a research-based thesis as the final requirement for the Masters degree.

Indicators

Please activate Javascript to experience the interactive bar charts.

France

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In France, 70% of adults aged 25-64 have earned the equivalent of a high-school degree, close to the OECD average of 73%. However, among younger people – a better indicator of France’s future – 90% of 25-34 year-olds have earned the equivalent of a high-school degree, higher than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in France scored 496 out of 600 in reading literacy, close to the OECD average. Certain students performed particularly well in mathematics, with more than 14% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

Germany

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Germany, 85% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%. However, among younger people – a better indicator of Germany’s future – 86% of 25-34 year-olds have earned the equivalent of a high-school degree, slightly higher than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Germany scored 497 out of 600 in reading literacy, close to the OECD average. Certain students performed particularly well in mathematics with more than 18% reaching the two highest levels of proficiency, and in science with more than 13% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

Greece

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Greece, 61% of adults aged 25-64 have earned the equivalent of a high-school degree, lower than the OECD average of 73%. Among younger people – a better indicator of Greece’s future – 70% of 25-34 year-olds have earned the equivalent of a high-school degree, again lower than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Greece scored 483 out of 600 in reading literacy, slightly lower than the OECD average of 493.

Indicators

Please activate Javascript to experience the interactive bar charts.

Hungary

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Hungary, 80% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%. However, among younger people – a better indicator of Hungary’s future – 86% of 25-34 year-olds have earned the equivalent of a high-school degree, also higher to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Hungary scored 494 out of 600 in reading literacy, close to the OECD average.

Indicators

Please activate Javascript to experience the interactive bar charts.

Iceland

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Iceland, 64% of adults aged 25-64 have earned the equivalent of a high-school degree, lower than the OECD average of 73%. Among younger people – a better indicator of Iceland’s future – 69% of 25-34 year-olds have earned the equivalent of a high-school degree, also lower than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Iceland is a well-performing OECD country in reading literacy, with the average student scoring 500 out of 600. This score is higher than the OECD average of 493. Additionally, students performed well in mathematics, with more than 14% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

Ireland

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Ireland, 69% of adults aged 25-64 have earned the equivalent of a high-school degree, close to the OECD average of 73%. However, among younger people – a better indicator of Ireland’s future – 85% of 25-34 year-olds have earned the equivalent of a high-school degree, slightly higher than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Ireland scored 496 out of 600 in reading literacy, close to the OECD average. Certain students performed particularly well in science, with more than 8% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

Israel

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Israel, 81% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Israel scored 474 out of 600 in reading literacy, lower than the OECD average.

Indicators

Please activate Javascript to experience the interactive bar charts.

Italy

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Italy, 53% of adults aged 25-64 have earned the equivalent of a high-school degree, much lower than the OECD average of 73%. However, among younger people – a better indicator of Italy’s future – 69% of 25-34 year-olds have earned the equivalent of a high-school degree; this demonstrates an improvement but the figure is still lower than the OECD average of 80%.

Graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Italy scored 486 out of 600 in reading literacy, slightly lower than the OECD average of 493.

Indicators

Please activate Javascript to experience the interactive bar charts.

Japan

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. 87% of adults in Japan aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73% and one of the highest rates in the OECD.

Graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Japan is a top-performing OECD country in reading literacy, with the average student scoring 520 out of 600. This score is higher than the OECD average of 493, making Japan the 5th strongest OECD country in reading skills. Additionally, certain students performed exceptionally well in mathematics with more than 21% reaching the two highest levels of proficiency, and in science with more than 17% reaching the two highest levels of proficiency.

Better Policies for Better Lives

Japan has been at or near the top of the international rankings on education. Its success can be attributed to a first rate teaching force, superb family support for students at home, the way resources are focused on instruction and the strong incentives for students to take tough courses and study hard in school. The Japanese education system is also grounded in a deep commitment to children that is both concrete and enduring.

A strong focus on equity

Japanese classes are heterogeneous and large (more than 35 students on average) and no student is held back or promoted on account of ability. Furthermore, all are expected to master the same demanding curriculum. This is a powerful formula for equity in terms of outcomes. What is particularly impressive about this approach is that the expected outcomes are not set at the lowest common denominator, but at the top of the range of possible outcomes worldwide.

There is a widely-shared belief in Japan that these policies achieve the greatest good for the greatest number and the results bear this out. The system is set up so that high-achieving students can help lower-achieving students within a group, within a classroom and within a school. The research literature shows that all students are helped by this approach, because the students who teach and tutor learn as much or nearly as much in the process of tutoring as the recipient of the tutoring. This approach is consistent with Japanese values and contributes greatly to the generally high level of Japanese achievement.

Additionally, Japanese teachers and principals are often reassigned to different schools by the prefectures. This is done, among other reasons, to make sure that the distribution of the most capable teachers among schools is fair and equitable. As Robert Fish remarked during his interview, "teachers and administrators are transferred regularly every few years so the same people are not in the same schools all of the time – there is a lot of levelling among schools."

Indicators

Please activate Javascript to experience the interactive bar charts.

Korea

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Korea, 79% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%. Among younger people – a better indicator of Korea’s future – 98% of 25-34 year-olds have earned the equivalent of a high-school degree, much higher than the OECD average of 80% and the highest in the OECD. Koreans have notably put a high emphasis on the value of education.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Korea is an exceptionally well-performing OECD country in reading literacy, with the average student scoring 539 out of 600. This score is higher than the OECD average of 493, making Korea the strongest OECD country in reading skills. Additionally, certain students performed exceptionally well in mathematics with more than 26% reaching the two highest levels of proficiency, and in science with more than 11% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

Luxembourg

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Luxembourg, 68% of adults aged 25-64 have earned the equivalent of a high-school degree, close to the OECD average of 73%. However, among younger people – a better indicator of Luxembourg’s future – 79% of 25-34 year-olds have earned the equivalent of a high-school degree, also close to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Luxembourg scored 472 out of 600 in reading literacy, lower than the OECD average of 493.

Indicators

Please activate Javascript to experience the interactive bar charts.

Mexico

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Mexico, 34% of adults aged 25-64 have earned the equivalent of a high-school degree, much lower than the OECD average of 73%. Among younger people – a better indicator of Mexico’s future – only 40% of 25-34 year-olds have earned the equivalent of a high-school degree, just half the OECD average of 80%. This makes Mexico one of the lowest ranking countries in terms of preparing its young adults with high-school degrees.

Nonetheless, the Mexican educational system has grown rapidly in the last fifty years, from three million students to more than 30 million. Today, nearly all children between the ages of 5 and 14 are in school. There has also been progress in ensuring that young people finish school, with rates increasing from 33% in 2000 to 42% in 2005. This progress has been achieved despite tight budgets and a rapidly growing school-age population, including 15% who live on less than 2 USD per day.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Mexico scored 425 out of 600 in reading literacy, much lower than the OECD average of 493 and the lowest rate in the OECD. Further findings show that a large number of students lack necessary skills and knowledge. 50% of 15-year-olds were below the basic skills level (PISA level 2) when the OECD average was 19.2%. Only 3% of students scored at the top levels (5 and 6), which require students to consistently identify, explain and apply scientific knowledge in a variety of complex everyday situations. The percentage of students scoring at these levels was three times higher in other OECD countries.

Mexico’s relatively poor PISA scores and low secondary school enrolment are strongly related to socio-economic backgrounds. Less than 50% of children from households in the bottom ten percent of the income distribution attend secondary school, in contrast to more than 80% in the top ten percent.

Indicators

Please activate Javascript to experience the interactive bar charts.

Netherlands

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In the Netherlands, 73% of adults aged 25-64 have earned the equivalent of a high-school degree, close to the OECD average of 73%. However, among younger people – a better indicator of the Netherlands’ future – 82% of 25-34 year-olds have earned the equivalent of a high-school degree, also close to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The Netherlands is a top-performing OECD country in reading literacy, with the average student scoring 508 out of 600. This score is higher than the OECD average of 493, making the Netherlands the 7th strongest OECD country in reading skills. Additionally, certain students performed exceptionally well in mathematics with nearly 20% reaching the two highest levels of proficiency, and in science with more than 11% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

New Zealand

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In New Zealand, 72% of adults aged 25-64 have earned the equivalent of a high-school degree, close to the OECD average of 73%. However, among younger people – a better indicator of New Zealand’s future – 79% of 25-34 year-olds have earned the equivalent of a high-school degree, also close to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

New Zealand is a top-performing OECD country in reading literacy, with the average student scoring 521 out of 600. This score is higher than the OECD average of 493, making New Zealand the 4th strongest OECD country in reading skills. Additionally, students performed well in mathematics and science, with more than 17% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

Norway

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Norway, 81% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%. Among younger people – a better indicator of Norway’s future – 84% of 25-34 year-olds have earned the equivalent of a high-school degree, close to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Norway is a top-performing OECD country in reading literacy, with the average student scoring 503 out of 600. This score is higher than the OECD average of 493, making Norway the 9th strongest OECD country in reading skills.

Better Policies for Better Lives

Establishing career incentives in Norway

In Norway, governments and unions have co-operated to enhance and recognize teachers’ competence. The Union of Education Norway (UEN) had long considered that there were too few career incentives for teachers. Existing career structures meant that teachers stopped teaching or taught less when they entered positions of educational leadership. In the 2008, the UEN suggested introducing a new and higher wage scale for teachers on the basis of competence. The suggestion was accepted, and procedures were agreed to promote and retain highly competent teachers, as identified by the school leader.

Additionally, the UEN formed a partnership with the Norwegian Ministry of Education and other organizations to introduce a system of ongoing education for teachers. Around 2 000 full-time study places in colleges and universities have been set aside for full- or part-time studies. Teachers who participate are granted leave of absence with full pay for 80% of normal study time. Costs for substitute teachers are shared between the central government and the local employer.

Indicators

Please activate Javascript to experience the interactive bar charts.

Poland

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Poland, 87% of adults aged 25-64 have earned the equivalent of a high-school degree, much higher than the OECD average of 73%. However, among younger people – a better indicator of Poland’s future – 93% of 25-34 year-olds have earned the equivalent of a high-school degree, again much higher than the OECD average of 80% and one of the highest rates in the OECD.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. Poland is a well-performing OECD country in reading literacy, with the average student scoring 500 out of 600. This score is slightly higher than the OECD average of 493.

Indicators

Please activate Javascript to experience the interactive bar charts.

Portugal

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Portugal, only 28% of adults aged 25-64 have earned the equivalent of a high-school degree, much lower than the OECD average of 73% and the lowest rate in the OECD. Among younger people – a better indicator of Portugal’s future – 47% of 25-34 year-olds have earned the equivalent of a high-school degree, also lower than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Portugal scored 489 out of 600 in reading literacy, close to the OECD average of 493.

Indicators

Please activate Javascript to experience the interactive bar charts.

Slovak Republic

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In the Slovak Republic, 90% of adults aged 25-64 have earned the equivalent of a high-school degree, much higher than the OECD average of 73%. Among younger people – a better indicator of the Slovak Republic’s future – 94% of 25-34 year-olds have earned the equivalent of a high-school degree, also much higher than the OECD average of 80% and one of the highest rates in the OECD.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in the Slovak Republic scored 477 out of 600 in reading literacy, lower than the OECD average of 493.

Indicators

Please activate Javascript to experience the interactive bar charts.

Slovenia

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Slovenia, 82% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%. Among younger people – a better indicator of Slovenia’s future – 92% of 25-34 year-olds have earned the equivalent of a high-school degree, also much higher than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Slovenia scored 483 out of 600 in reading literacy, lower than the OECD average of 493. However, certain students performed highly in mathematics with nearly 14% reaching the two highest levels of proficiency, and in science with nearly than 10% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

Spain

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Spain, 51% of adults aged 25-64 have earned the equivalent of a high-school degree, much lower than the OECD average of 73%. However, among younger people – a better indicator of Spain’s future – 65% of 25-34 year-olds have earned the equivalent of a high-school degree, still lower than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Spain scored 481 out of 600 in reading literacy, lower than the OECD average of 493.

Indicators

Please activate Javascript to experience the interactive bar charts.

Sweden

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Sweden, 85% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%. Among younger people – a better indicator of Sweden’s future – 91% of 25-34 year-olds have earned the equivalent of a high-school degree, also higher than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Sweden scored 497 out of 600 in reading literacy, slightly higher than the OECD average of 493.

Better Policies for Better Lives

Improving academic performances of immigrants

Sweden is far from homogeneous, with nearly 20% of elementary secondary school students speaking a language other than Swedish, and over 100 languages spoken nationwide. More than 13% of all residents were born abroad.

To address this diversity, Sweden has made a strong national commitment to Swedish language education for both immigrant adults and school children. As a consequence, the academic performance of Sweden’s immigrant children is impressive.

For immigrant children, Sweden has implemented an intensive immersion programme similar to that in other countries that have successfully narrowed the achievement gap between immigrant and non-immigrant children, such as Australia, Canada, the Netherlands and Switzerland.

It is compulsory for newly-arrived school-age children to study Swedish at school as a second language (SSL) as part of a core programme of study. The goal is to provide students with the language skills necessary to understand and express complex ideas through speech and writing. Recent student immigrants remain in the SSL programmes on average between 6 and 12 months. They then transfer into the mainstream school programme, but through the “Study Guidance in Mother Tongue” programme they are provided with support teachers to help in the transition. These teachers often work with small groups of immigrant students within the mainstream classroom.

Sweden does not just prioritise language education for immigrant school children, it is also important for their parents and other adults. As mentioned above, Sweden guarantees adults 240 hours of free language instruction through its Swedish for Immigrants (SFI) programme. This is focused on preparing immigrants for the workplace.

Indicators

Please activate Javascript to experience the interactive bar charts.

Switzerland

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Switzerland, 87% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%. Among younger people – a better indicator of Switzerland’s future – 90% of 25-34 year-olds have earned the equivalent of a high-school degree, also higher than the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Switzerland is a well-performing OECD country in reading literacy, with the average student scoring 501 out of 600. This score is higher than the OECD average of 493. Additionally, certain students performed exceptionally well in mathematics with nearly 24% reaching the two highest levels of proficiency, and in science with nearly than 11% reaching the two highest levels of proficiency.

Indicators

Please activate Javascript to experience the interactive bar charts.

Turkey

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In Turkey, only 30% of adults aged 25-64 have earned the equivalent of a high-school degree, much lower than to the OECD average of 73%. Among younger people – a better indicator of Turkey’s future – 40% of 25-34 year-olds have earned the equivalent of a high-school degree, or just half the OECD average of 80%. This makes Turkey one of the lowest ranking countries in terms of preparing its young adults with high-school degrees.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school. The average student in Turkey scored 464 out of 600 in reading literacy, lower than the OECD average of 493.

Indicators

Please activate Javascript to experience the interactive bar charts.

United Kingdom

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Across OECD countries, men with university-level degrees are 16% more likely to find jobs, and women are 30% more likely. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In the United Kingdom, 70% of adults aged 25-64 have earned the equivalent of a high-school degree, close to the OECD average of 73%. However, among younger people – a better indicator of the United Kingdom’s future – 77% of 25-34 year-olds have earned the equivalent of a high-school degree, also close to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in the United Kingdom scored 494 out of 600 in reading literacy, close to the OECD average of 493. However, certain students performed well in science, with more than 11% reaching the two highest levels of proficiency.

Better Policies for Better Lives

Reversing teacher shortages in the United Kingdom

When it took office, the Blair administration faced one of the worst shortages of teachers in history. Five years later, there were eight applicants for every job opening. To some extent this had to do with raising compensation significantly, as well as with important changes in teachers’ work environment; but a sophisticated and powerful recruiting program played a very important part in the turnaround.

The recruitment campaign was launched with strong political and financial backing by the Training and Development Agency (TDA) in 2000. An extra GBP 150 million was allocated to employ leading international advertising and recruitment agencies to undertake extensive market research on the motivations and barriers to becoming a teacher and to develop award-winning marketing strategies. In addition, a new GBP 6000 education bursary was offered to all trainees as a one-off, tax-free payment to support them through their education. A “golden hello” of up to GBP 4000 was also introduced, with the full amount paid in shortage subjects such as math and physics.

By focusing on the idea of teaching “making a difference”, the new campaign aimed to improve the status of teaching as a profession. It also emphasized the flexibility and diversity of the skills teachers acquire, the variety of routes into teaching, and the possibility of doing it as a “first career” before moving on to other things. The advertising approach was direct, encouraging people to call a national information line, which also allowed the TDA to collect data on people who were considering teaching and to target those with skills in shortage subjects, such as math and physics.

Within three months of the launch of the advertising campaign, the number of people calling the national teaching recruitment helpline tripled. By 2003/2004 the vacancy-to-employment rate halved to less than 1% for all subjects, with major gains in shortage subjects, such as mathematics, where the number of new recruits had almost doubled by 2005.

Indicators

Please activate Javascript to experience the interactive bar charts.

United States

more

Key Findings

A well-educated and well-trained population is essential for a country’s social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Lifetime earnings also increase with each level of education.

Following a decline in manual labour over previous decades, employers now favour a more educated labour force. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market.

In the United States, 89% of adults aged 25-64 have earned the equivalent of a high-school degree, higher than the OECD average of 73%. Among younger people – a better indicator of the United States’ future – 88% of 25-34 year-olds have earned the equivalent of a high-school degree, also higher to the OECD average of 80%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2009, PISA focused on examining students’ reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in the United States scored 500 out of 600 in reading literacy, slightly higher than the OECD average of 493. However, certain students performed well in science, with more than 9% reaching the two highest levels of proficiency.

Better Policies for Better Lives

Innovative teacher-preparation program in Boston

The Boston Teacher Residency (BTR), established in 2003, is a teacher-preparation program that recruits high-performing college graduates and professionals and prepares them to teach in Boston schools. The program focuses on mastering the skills that teachers will need to be effective in the public schools in which teachers will work, emphasizing clinical training and pairing residents with experienced classroom teachers.

Residents begin the program with a two-month summer institute, and then spend their first year in a classroom four days a week, spending the fifth day attending courses and seminars. This approach allows residents to simultaneously master both the theory and practice of teaching. After their first year, residents receive an initial teacher license and a master’s degree in education, and continue to receive support from BTR in the form of induction coaching, courses and seminars, and placement in collaborative clusters within schools.

A study of the program’s impact on student achievement is underway, but early indicators of success include a rigorous recruitment and selection process in which only 13% of applicants are admitted, three-year retention rates of 85% (far above the U.S. average for urban schools), growth of the program’s outputs to fill 60% of Boston’s annual need for math and science teachers, and highly favourable reviews from school principals, with 96% of principals saying they would recommend hiring a BTR graduate to another principal. BTR recently received a USD 5 million “development” grant under the U.S. Department of Education’s Investing in Innovation Fund, which seeks to identify and scale up promising and proven practices in teacher education and other priority areas.

Indicators

Please activate Javascript to experience the interactive bar charts.