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Education at a Glance 2009,[object Object],Key results,[object Object]
Better education or lower pay,[object Object],Growing earning differentials,[object Object],In the current economic environment…,[object Object],…	Opportunity costs for education decline ,[object Object],Dominated by lost earnings, not tuition,[object Object],…	Labour-market entry becomes more difficult,[object Object],as young graduates compete with experienced workers,[object Object],…	Job prospects for less qualified deteriorate further,[object Object],…	Young people with lower qualifications who become unemployed are likely to spend long time out of work,[object Object],In most countries over half of low-qualified unemployed 35-34-year-olds are long-term unemployed ,[object Object]
Better education or lower pay,[object Object],…	Higher risks for systems with significant work-based training,[object Object],…	Gaps in educational attainment between younger and older cohorts likely to widen,[object Object]
Better education or lower pay,[object Object],This suggests educational participation to rise further,[object Object],In systems where high tuition limits increased participation additional public spending can leverage additional participation and thus additional public benefits,[object Object],Countries without significant household spending can improve participation through widening funding base .,[object Object]
Components of the private net present value for a male with higher education,[object Object],Net present value in USD equivalent,[object Object]
Public cost and benefits for a male obtaining upper secondary or post-secondary non-tertiary education and tertiary education,[object Object],Upper secondary and post-secondary,[object Object], non-tertiary education,[object Object],TertiaryEducation,[object Object],Public benefits,[object Object],Public costs,[object Object],Net present value, USD equivalent,[object Object],(numbers in orange shownegative values),[object Object],A8.5,[object Object],USD equivalent,[object Object]
Supply and demand for youngindividuals(25-34 year-olds) to skilled jobs, 1998-2006,[object Object],Difference in the proportion of 25-34 year-olds and 45-54 year-old cohort with below tertiary education in skilled jobs 
,[object Object],Slowing demand for higher educated individuals; Preference towards younger individuals over older with below tertiary education ,[object Object],Increasing demand for higher educated individuals; Employers have fewer choices and must take younger, less educated workers to fill skilled positions,[object Object],Slowing demand for higher educated individuals; Preference towards older individuals (experience) over younger with below tertiary education ,[object Object],Increasing demand for higher educated individuals; Demand tends to be satisfied by existing pool of individuals with tertiary education ,[object Object],older  Advantage for lower-educated  younger,[object Object],   Slowing         Demand for higher-educated        Growing,[object Object],A1.5,[object Object],Percentage point change in the proportion of 25-34 year-olds with tertiary education in skilled jobs between 2006 and 1998,[object Object]
Marginaleffects of educationon self-reportedhealth and politicalinterest,[object Object],Politicalinterest,[object Object],Health ,[object Object],Movingfrombelowuppersecondary to uppersecondary,[object Object],ALL 2003,[object Object],WVS 2005,[object Object],ISSP 2004/6,[object Object],WVS 2005,[object Object],ESS 2004,[object Object],ESS 2004,[object Object],Movingfromuppersecondary to tertiary,[object Object],ESS 2006,[object Object],ESS 2006,[object Object],A9.1,[object Object],Yellow and blue bars show non statisticallysignificant countries,[object Object]
Unabated educational expansion,[object Object],University graduation doubled from an OECD average of 20% in 1995 o 39% in 2007,[object Object],Pace of change varied widely, Finland improved its relative standing from Rank 10 to Rank 3, US dropped from Rank 2 to Rank 14,[object Object],Significant expansion also of early childhood education,[object Object],Enrolment of 4-year-olds and under up from an average of 40% in 1998 to 71% in 2007 .,[object Object]
Averageannualgrowth in thepopulationwithtertiaryeducation (1998-2006),[object Object],%,[object Object],A1.1,[object Object]
A world of change – highereducation,[object Object],Expenditure per student at tertiary level (USD),[object Object],Cost per student,[object Object],Graduate supply,[object Object],Tertiary-type A graduation rate ,[object Object]
A world of change – highereducation,[object Object],Expenditure per student at tertiary level (USD),[object Object],United States,[object Object],Cost per student,[object Object],Finland,[object Object],Graduate supply,[object Object],Tertiary-type A graduation rate ,[object Object]
A world of change – highereducation,[object Object],Expenditure per student at tertiary level (USD),[object Object],Australia,[object Object],Finland,[object Object],United Kingdom,[object Object],Tertiary-type A graduation rate ,[object Object]
A world of change – highereducation,[object Object],Expenditure per student at tertiary level (USD),[object Object],Tertiary-type A graduation rate ,[object Object]
A world of change – highereducation,[object Object],Expenditure per student at tertiary level (USD),[object Object],Tertiary-type A graduation rate ,[object Object]
A world of change – highereducation,[object Object],Expenditure per student at tertiary level (USD),[object Object],Tertiary-type A graduation rate ,[object Object]
A world of change – highereducation,[object Object],Expenditure per student at tertiary level (USD),[object Object],Tertiary-type A graduation rate ,[object Object]
A world of change – highereducation,[object Object],Expenditure per student at tertiary level (USD),[object Object],Tertiary-typeA graduation rate ,[object Object]
A world of change – highereducation,[object Object],Expenditure per student at tertiary level (USD),[object Object],United States,[object Object],Australia,[object Object],United Kingdom,[object Object],Finland,[object Object],Tertiary-type A graduation rate ,[object Object]
Proportion of students who enter a tertiary programme but leave without at least a first tertiary degree (2005),[object Object],%,[object Object],A3.4,[object Object]
Overlapping of top performers in science, reading and mathematics on average in the OECD,[object Object],Science 9%,[object Object],Science and reading 0.8%,[object Object],Science only 1.3%,[object Object],Science and  mathematics 2.8%,[object Object],Science, reading and mathematics 4.1%,[object Object],Reading only 5.3%,[object Object],Mathematicsonly 5.3%,[object Object],Reading and  mathematics 1.4%,[object Object],A4.2,[object Object]
Investment in education,[object Object],OECD countries as a whole spend 6.1% of their GDP on education,[object Object],Expenditure per school student increased on average by 40% between 1995 and 2006,[object Object],Mixed pattern in tertiary education,[object Object],Countries vary significantly in how they spend their money, different priorities on…,[object Object],…	Salaries, learning time, teaching time, class size,[object Object],Room for more effective cost-sharing between government and households,[object Object],Even if household expenditure rose much faster than public spending in tertiary education .,[object Object]
Expenditure on educational institutions as a percentage of GDP for all levels of education,[object Object],B2.1,[object Object]
Cumulative expenditure on educational institutions per student over primary and secondary studies (2006) Annual expenditure on educational institutions per student multiplied by the theoretical duration of studies, in equivalent USD converted using PPPs,[object Object],OECD average (primary and secondary),[object Object],B1.4,[object Object]
Changes in student numbers and expenditurePrimary, secondary and post-secondary non-tertiary education,[object Object],Index of change between 2000 and 2006 (2000=100, 2006 constant prices),[object Object],Index of change (2000=100),[object Object],B1.7a,[object Object]
Contribution of various factors to salary cost per upper secondary student as a percentage of GDP per capita (2006),[object Object],Percentage points,[object Object],B7.1,[object Object]
Contribution of various factors to salary cost per primarystudent as a percentage of GDP per capita (2006),[object Object],Percentage points,[object Object],B7.2,[object Object]
Who pays for high-level qualificationsExpenditure on tertiary educational institutions as a percentage of GDP (2006),[object Object],B3.2,[object Object]
Changes in student numbers and expenditure for tertiary education,[object Object],Index of change between 2000 and 2006 (2000=100, 2006 constant prices),[object Object],B1.7b,[object Object]
Relationshipsbetweenaveragetuitionfees and proportion of studentswhobenefitfrom public loans and/or scholarships/grantsTertiary-type A, public institutions, academicyear 2006/07, national full-time students,[object Object],Bubble size shows graduation rates,[object Object],Averagetuitionfeespublic institutions in USD charged by,[object Object],Group 2:Potentially high financial barriers for entry to tertiary-type A education, but also large public subsidies to students.,[object Object],Group 3:Extensive and broadly uniform cost sharing across students, student support systems somewhat less developed. ,[object Object],Group 4:Relatively low financial barriers to entry to tertiary education and relatively low subsidies,[object Object],Group 1:No (or low) financial barriers for tertiary studies due to tuition fees and still a high level of student aid. ,[object Object],B5.3,[object Object],% of studentswhobenefitfrom public loansAND/OR sholarships/grants,[object Object]
Learning environment,[object Object],Some countries have still a relativelyweak evaluation culture,[object Object],A significant proportion of teachers does not receive any feedback or appraisal of their work,[object Object],Most teachers work in schools where they feel no rewards or recognition for better or more innovative work .,[object Object]
Some teachers are left aloneTeachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years (2007-08),[object Object],D5.1,[object Object]
Perception of teachers of the impact of appraisal and feedback in theirschool (2007-08),[object Object]
Total number of intended instruction hours in public institutions between the ages of 7 and 14 (2007),[object Object],Students in OECD countries are expected to receive, on average, 6 862 hours of instruction between the ages of 7 and 14, of which 1 580 betweenages 7 and 8, 2 504 betweenages 9 and 11, and 2 778 betweenages 12 and 14. The large majority of intendedhours of instruction are compulsory. ,[object Object],D1.1,[object Object],Total number of intended instruction time in hours,[object Object]
Teachers’ salaries (minimum, after 15 years experience, and maximum) in lower secondary education (2007)Annual statutory teachers’ salaries in public institutions in lower secondary education, in equivalent USD converted using PPPs, and the ratio of salary of 15 years of experience to GDP per capita,[object Object],Equivalent  USD converted using PPPs,[object Object],The annualstatutory salaries of lowersecondaryteacherswith 15 yearexperience range fromlessthan USD 15 000 in Hungary and the partner countries Chile and Estonia, to over USD 52 000 in Germany, Ireland, Koreaand Switzerland and exceedsUSD 89 000 in Luxembourg. ,[object Object],D3.2,[object Object]
www.oecd.org/edu/eag2009 ,[object Object],All national and international publications,[object Object],The complete micro-level database,[object Object],Email: Andreas.Schleicher@OECD.org,[object Object],…	and remember:,[object Object],	Without data, you are just another person with an opinion,[object Object],Thank you !,[object Object]

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