Education at a Glance 2020 - United Kingdom launch
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Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis. Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
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Education at a Glance 2020 - United Kingdom launch
- 1. OECD Indicators 2020 Education at a Glance London Andreas Schleicher
- 2. The long shadows of school closures
- 3. By the end of June, schools across the OECD had experienced some form of closure lasting an average of 14 weeks Figure D1.4 Number of countries with school closures due to COVID19 10 5 0 5 10 15 20 25 30 35 40 Numberofcountries Nationwide Localised OECD countries Non-OECD countries
- 4. Present value of lost GDP due to Corona-induced learning loss (average 1/3 school year lost) -Bn $16,000 -Bn $14,000 -Bn $12,000 -Bn $10,000 -Bn $8,000 -Bn $6,000 -Bn $4,000 -Bn $2,000 Bn $0 Source: Hanushek and Woessmann (OECD, 2020)
- 5. Students’ and teachers’ ICT skills were critical to maintain educational continuity as schools shifted to online learning.
- 6. Before the pandemic, just over half of teachers let their students frequently or always use ICT for projects or class work TALIS Table I.2.1 Percentage of lower secondary teachers who “frequently” or “always” let students use ICT for projects or class work 0 10 20 30 40 50 60 70 80 90 100 Denmark NewZealand Australia Colombia Russia Mexico Turkey Alberta(Canada) Chile Sweden Lithuania UnitedStates Portugal Romania Iceland OECDaverage-31 Israel Spain Netherlands Finland SaudiArabia Latvia Hungary SlovakRepublic Italy EUtotal-23 Estonia Brazil England(UK) SouthAfrica -FlemishComm.… Slovenia France CzechRepublic Austria Korea Belgium Shanghai(China) Japan %
- 7. Teachers themselves do not rely heavily on distance learning for their own professional development Figure A7.6 . Percentage of lower secondary teachers who participated in selected types of professional development (2018) 0 10 20 30 40 50 60 70 80 90 100 Lithuania Latvia Slovenia Australia Austria Estonia Netherlands BelgiumFl. Alberta(Canada) NewZealand Turkey RussianFederation Iceland CzechRepublic Israel UnitedStates Italy OECDaverage Korea ChineseTaipei England(UK) Shanghai(China) Sweden Norway Denmark SaudiArabia Spain SouthAfrica Finland Portugal CABA(Argentina)² Brazil Belgium SlovakRepublic Hungary Colombia Chile Mexico France Japan FrenchComm.… % Courses/seminars attended in person Peer and/or self-observation and coaching as part of a formal school arrangement Online courses/seminars Formal qualification programme¹
- 8. Risks to learning and employment outcomes
- 9. The NEET rate may rise as learning outcomes decline Figure A2.4 Relationship between the percentage of 15-year-old students who were low performers in PISA (2015) and the share of 15-year-olds neither employed nor in education or training (NEETs) (2017) Brazil Colombia Mexico ChileSlovak Republic1 Israel Greece Luxembourg Iceland1 Turkey Hungary Lithuania Netherlands Austria Switzerland Italy OECD average Latvia Belgium France Czech Republic Germany Portugal Australia Norway United States New Zealand Sweden Slovenia United Kingdom Denmark Poland Canada Finland Ireland Estonia R² = 0.7063 0 10 20 30 40 50 0.0 5.0 10.0 15.0 20.0 NEETs (%) Proficiency below Level 2 in all three domains (%) High share of NEETs Low share of low performing students Low share of NEETs Low share of low performing students High share of NEETs High share of low performing students Low share of NEETs High share of low performing students OECD Average OECDAverage
- 10. The pandemic may place significant strains on education funding
- 11. Private expenditure is at risk, particularly in countries that rely heavily on household expenditure Figure C3.2.b Distribution of public and private expenditure on tertiary educational institutions (2017) 0 10 20 30 40 50 60 70 80 90 100 Colombia Denmark Finland Luxembourg Norway Iceland Austria Sweden Slovenia Belgium Greece Estonia Germany Poland Turkey France EUaverage CzechRepublic OECDaverage Ireland SlovakRepublic Netherlands Lithuania Mexico Spain Hungary RussianFederation Latvia Portugal Italy Israel Canada NewZealand Korea Australia Chile UnitedStates Japan UnitedKingdom All private sources Expenditure from other private entities Household expenditure Public expenditure%
- 12. On average, each USD invested in tertiary education generates a public benefit of USD 3 for a man and USD 2 for a woman Figure A5.5 . Financial benefits for each equivalent USD invested in tertiary education for men and women (2017) 0 1 2 3 4 5 6 7 8 9 10 Ireland Israel Italy UnitedStates Australia Portugal Hungary UnitedKingdom Germany Belgium France Slovenia Chile Austria Turkey EUAverage OECDAverage Luxembourg NewZealand Poland Korea Spain Finland CzechRepublic Canada SlovakRepublic Latvia Denmark Norway Switzerland Sweden In equivalent USD converted using PPPs Man Woman
- 13. The lockdown has affected the continuity of learning and the delivery of course material, the safety and legal status of international students in their host country, and students’ perception of the value of their degree
- 14. In 2018, 5.6 million tertiary students worldwide had crossed a border to study, more than twice the number in 2005 Figure B6.1 Growth in international or foreign enrolment in tertiary education worldwide (1998 to 2018) 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018 Millions of students OECD Non-OECD Total, 5.6 Non-OECD, 1.7 OECD, 3.9
- 15. Countries with a large share of international students may see a greater impact… Figure B6.4 Incoming student mobility in tertiary education, by level of study (2018) 0 10 20 30 40 50 Luxembourg Australia NewZealand UnitedKingdom Switzerland Austria Canada CzechRepublic Netherlands Hungary Denmark Belgium Germany Ireland Estonia Latvia EUtotal France Finland SlovakRepublic Iceland Portugal Sweden OECDtotal Italy Lithuania UnitedStates Japan SaudiArabia Slovenia Norway SouthAfrica RussianFederation Poland Spain Greece Israel Argentina Korea Turkey CostaRica Chile Brazil Colombia Mexico India Indonesia % All tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent86 Quarter of international students in UK come from China
- 16. …particularly in countries where foreign students pay high tuition fees Table C5.1 Annual average (or most common) tuition fees for bachelor's programmes charged by tertiary institutions to national and foreign students (2017/18) 0 5 000 10 000 15 000 20 000 25 000 30 000 England(UK)** UnitedStates** Chile Canada Japan Australia Korea NewZealand Latvia Ireland Israel Netherlands Italy Spain Portugal Switzerland Austria BelgiumFl.* BelgiumFr. France Germany Denmark Finland* Greece Norway SlovakRepublic Slovenia Sweden In USD converted using PPPs National students Foreign students *Tuition fees may apply for students outside EU/EEA area **Reference year 2016/17
- 17. Professions with vocational qualifications have formed the backbone of economic and social life during the lockdown.
- 18. There is no employment advantage for adults with an upper secondary vocational degree over those with a general one in the UK Figure A3.1 Employment rates of 25-34 year-olds, by educational attainment and programme orientation (2019) 0 10 20 30 40 50 60 70 80 90 100 Luxembourg Iceland Sweden Norway Switzerland Austria Canada Germany Netherlands Portugal Slovenia RussianFederation Denmark UnitedKingdom Hungary NewZealand Belgium CzechRepublic Australia EUaverage OECDaverage Lithuania SlovakRepublic Israel Estonia Latvia Poland Finland Chile France Mexico Spain CostaRica Italy Turkey Greece Upper secondary or post-secondary non-tertiary (vocational orientation) Below upper secondary Upper secondary or post-secondary non-tertiary (general orientation) Tertiary %
- 19. …and an earnings disadvantage Figure A4.1 Relative earnings of adults with an upper secondary or post-secondary non-tertiary education compared to earnings of adults with below upper secondary education, (2018) 90 100 110 120 130 140 150 160 170 CzechRepublic Brazil UnitedStates Chile Colombia CostaRica Israel Austria Germany Hungary SlovakRepublic Turkey Portugal Korea Italy Switzerland Canada Mexico Greece OECDaverage Slovenia Luxembourg EUaverage Sweden Spain Poland Netherlands Norway UnitedKingdom Lithuania Belgium NewZealand Denmark Latvia Australia Estonia France Ireland Finland Upper secondary or post-secondary non-tertiary Upper secondary or post-secondary non-tertiary - general Upper secondary or post-secondary non-tertiary - vocational
- 20. Combined school and work-based VET programmes can increase the alignment between education and work.
- 21. Work experience while studying increases employment prospects Figure A3.3 Employment rate of 25-34 year-olds who attained vocational upper secondary or post-secondary non-tertiary education, by type of work experience while studying (2016) 40 50 60 70 80 90 100 Switzerland Austria Norway Latvia Slovenia Hungary Belgium CzechRepublic Germany SlovakRepublic Netherlands Sweden Poland Estonia Average Denmark UnitedKingdom Portugal Spain Lithuania Ireland France Italy Greece Finland Turkey Iceland % No work experience Apprenticeship Mandatory traineeship Work outside the curriculum
- 22. However, only one in two VET students in the UKparticipate in combined school- and work-based programmes on average Figure B7.6 Distribution of upper secondary vocational students by type of vocational programme (2018) 0 10 20 30 40 50 60 70 80 90 100 CostaRica CzechRepublic Greece Italy Japan Korea Lithuania Mexico Brazil Spain Sweden Belgium Israel Estonia Chile SlovakRepublic Finland Portugal Poland Luxembourg France Australia Slovenia OECDaverage EUaverage Austria UnitedKingdom Iceland Norway Turkey Germany Switzerland Netherlands Denmark Hungary Ireland Latvia School-based programmes Combined school- and work-based programmes%
- 23. Almost 7 out of 10 upper secondary vocational students could directly enter tertiary education after completing their programme Figure B7.2 Distribution of students enrolled in upper secondary vocational education by type of vocational programme (2018) 0 10 20 30 40 50 60 70 80 90 100 Brazil Canada Chile Colombia CostaRica Finland Korea Portugal Turkey Japan Lithuania Mexico Austri Israe Switzerland Germany Greece Italy Latvia SlovakRepublic Poland Denmark Slovenia OECDaverage CzechRepublic EUaverage France Estonia Spain UnitedKingdom Netherlands Luxembourg Belgium Iceland Hungary Ireland NewZealand Norway Sweden Full level completion with eligibility to tertiary education (ISCED 354) Full level completion without direct access to tertiary education (ISCED 353) Insufficient (or partial level completion) without access to tertiary education (ISCED 351 and 352)%
- 24. In some countries, VET also addresses the needs of adults returning to education Figure B1.1 Share of upper secondary students enrolled in vocational education and training programmes, by age group (2018) 0 10 20 30 40 50 60 70 80 90 100 UnitedKingdom France Ireland Netherlands CzechRepublic Germany Finland Slovenia Australia NewZealand Italy SlovakRepublic Spain Austria Switzerland Luxembourg Estonia EUaverage Denmark Norway SouthAfrica Iceland OECDaverage Sweden Lithuania Hungary Portugal CostaRica Latvia RussianFederation Brazil SaudiArabia Turkey Mexico Chile Colombia Poland Korea Israel Japan % Age 15 to 19 Age 20 to 24 Age 25 and older
- 25. Resources invested in vocational programmes are usually higher than in general ones, but not in the UK.
- 26. Vocational upper secondary programmes often cost more per student than general ones Figure C1.2 Total expenditure on educational institutions per full-time equivalent student, in vocational and general upper secondary education programmes (2017) 0 5 000 10 000 15 000 20 000 25 000 Luxembourg Austria Germany Israel Norway France Netherlands Belgium Sweden NewZealand Iceland Spain EUaverage OECDaverage CzechRepublic Hungary UnitedKingdom Greece Poland Latvia Chile Finland Estonia Slovenia SlovakRepublic Australia Turkey Lithuania Mexico RussianFederation General VocationalEquivalent USD
- 27. The expansion of tertiary education is a worldwide trend.
- 28. Excluding international students, 38% of young adults will graduate from tertiary education for the first time before the age of 30 Table B5.1 First-time tertiary graduation rate for students under 30 (excluding international students) 0 10 20 30 40 50 60 70 80 Japan Spain Lithuania Turkey Denmark Slovenia Chile Portugal Norway UnitedKingdom Netherlands OECDaverage Finland Greece Australia Latvia NewZealand EU23average Switzerland Austria Iceland Italy Belgium Germany Estonia SlovakRepublic CzechRepublic Sweden Hungary Luxembourg Total Men Women%
- 29. But the earnings advantage in the UK is lower than elsewhere Figure A4.2 Relative earnings of tertiary-educated adults compared to earnings of adults with an upper secondary education (2018) 80 100 120 140 160 180 200 220 240 Brazil Chile Colombia CostaRica Lithuania Hungary UnitedStates Portugal Turkey Slovenia Germany Mexico CzechRepublic Ireland SlovakRepublic Poland OECDaverage Israel EUaverage Spain Austria Netherlands France Latvia Luxembourg Switzerland Canada Belgium Greece UnitedKingdom Italy Korea Finland Estonia NewZealand Australia Denmark Sweden Norway All tertiary Short-cycle tertiary Bachelor's or equivalent Master’s, Doctoral or equivalent
- 30. Beyond the economic and employment outcomes, higher educational attainment brings greater social benefits Figure A6.4 Percentage of adults who feel they have a say in what the government does, by educational attainment (2016 or 2018) 0 10 20 30 40 50 60 70 80 90 100 Switzerland Netherlands Germany¹ CzechRepublic Average Ireland Finland UnitedKingdom Estonia Belgium France Hungary Slovenia Italy Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary % European Social Survey (ESS) (2018)
- 31. Early childhood education and care (ECEC) has experienced a surge of policy attention in OECD countries in recent decades.
- 32. Enrolment of 3-5 year-olds in pre-primary or primary education rose from 75% in 2005 to 88% in 2018, on average Figure B2.2 Change in enrolment rates of children aged 3 to 5 years (2005, 2010 and 2018) 0 10 20 30 40 50 60 70 80 90 100 France Ireland Israel UnitedKingdom Denmark Belgium Spain Iceland Norway Korea Germany Sweden Italy NewZealand Latvia Hungary Japan Estonia Slovenia EUaverage Portugal Austria Netherlands OECDaverage Luxembourg CzechRepublic Lithuania Poland Brazil Australia RussianFederation Mexico Finland Chile SlovakRepublic Argentina Colombia Indonesia UnitedStates CostaRica Switzerland Turkey SaudiArabia 2018 2010 2005%
- 33. Expenditure on 3-5 year-olds in education as a share of GDP has fallen in half of OECD countries between 2013 and 2017 Figure B2.4 Expenditure on children aged 3 to 5 enrolled in ECEC (ISCED 0) and primary education as a percentage of GDP (2013 and 2017) 0.0 0.2 0.4 0.6 0.8 1.0 1.2 Iceland Norway Sweden Israel Chile NewZealand France Estonia UnitedKingdom Slovenia Latvia OECDaverage Poland Belgium Mexico Portugal Australia EUaverage Finland Spain Germany Lithuania Italy Luxembourg Austria SlovakRepublic Korea CzechRepublic Colombia UnitedStates Netherlands Turkey Greece 2017 2013% of GDP Annual expenditure in pre-primary averaged USD 6 133 per child in the UK, much less than across OECD countries (USD 9 079)
- 34. Overall investment in education
- 35. Spending on education institutions ranges from 3% of GDP in Luxembourg to more than 6% in Norway Figure C2.1 Total expenditure on educational institutions as a percentage of GDP (2017) 0 1 2 3 4 5 6 7 Norway NewZealand Chile United… Israel UnitedStates Australia Canada Iceland Belgium Denmark Colombia Sweden France Finland Netherlands Portugal Korea Turkey OECDaverage Austria EUaverage Mexico Estonia Poland Spain Slovenia Germany Japan Latvia Hungary Italy Slovak… CzechRepublic Russian… Ireland Lithuania Luxembourg All tertiary Primary, secondary, and post-secondary non-tertiary%
- 36. OECD countries spent an average of USD 11 200 per student on primary to tertiary education in 2017 Figure C1.1 Total expenditure on primary to tertiary educational institutions per full-time equivalent student, by source of funds (2017) 0 5 000 10 000 15 000 20 000 25 000 Luxembourg UnitedStates Norway Austria Sweden Canada Belgium UnitedKingdom Iceland Netherlands Germany Denmark Australia France Korea Japan Finland EUaverage OECDaverage NewZealand Ireland Italy Portugal Spain Slovenia Israel Estonia CzechRepublic Poland Hungary SlovakRepublic Latvia Lithuania Chile RussianFederation Turkey Colombia Mexico Argentina Brazil CostaRica Greece Switzerland Public expenditure on all educational institutions Private expenditure on all educational institutionsEquivalent USD
- 37. Between 2012 and 2017, education expenditure grew by 1.4% per year on average, while the number of students remained stable Figure C1.4 Average annual growth in total expenditure on primary to tertiary educational institutions per full-time equivalent student (2012 to 2017) - 4 - 2 0 2 4 6 8 Hungary Iceland SlovakRepublic Colombia Poland Estonia Latvia Chile Norway Turkey UnitedStates OECDaverage EUaverage UnitedKingdom Israel Germany Portugal Netherlands Austria Sweden Belgium NewZealand Lithuania Italy France Spain CzechRepublic RussianFederation Canada Slovenia Finland Mexico Students Total expenditure Total expenditure per student%
- 38. OECD countries allocate on average 8% of their total education spending from primary to tertiary level to capital expenditure Figure C6.1 Share of capital expenditure, by type of institution (2017) 0 2 4 6 8 10 12 14 16 18 20 Korea Norway Turkey Greece Latvia Japan Israel Netherlands Argentina Finland UnitedStates Canada Australia Luxembourg Hungary Estonia RussianFederation CzechRepublic France OECDaverage Slovenia EUaverage Germany Poland Austria Denmark Lithuania Spain Chile Ireland SlovakRepublic Belgium Iceland Sweden CostaRica Portugal UnitedKingdom Mexico Brazil Italy Private institutions Public institutions% In schools capital expenditure is only 4% (half the OECD average), but in tertiary education it is 13% (OECD 10%)
- 39. Making teaching both financially and intellectually attractive
- 40. In many countries teachers’ salaries are still low… Figure D3.1.a Lower secondary teachers' actual salaries relative to earnings for tertiary-educated workers (2019) 0.0 0.5 1.0 1.5 2.0 2.5 CostaRica Lithuania Portugal Germany Finland England(UK) Israel France Australia Estonia OECDaverage EUaverage Slovenia Netherlands Sweden NewZealand Ireland BelgiumFl. Austria Denmark BelgiumFr. Chile Greece Poland Norway SlovakRepublic Italy Hungary CzechRepublic UnitedStates Teachers' actual salaries relative to earnings for tertiary-educated workers School heads' actual salaries relative to earnings for tertiary-educated workers Ratio of salary
- 41. …and their earnings progression is sometimes flat Figure D3.2 Lower secondary teachers’ statutory salaries at different points in teachers' careers (2019) 0 20 000 40 000 60 000 80 000 100 000 120 000 140 000 160 000 Luxembourg Germany Switzerland Denmark Spain Australia Austria Netherlands Sweden UnitedStates Iceland Norway BelgiumFl. Finland Canada BelgiumFr. Ireland EUaverage Scotland(UK) OECDaverage Portugal Italy France NewZealand Korea England(UK) Japan Turkey Slovenia Mexico Lithuania Estonia CzechRepublic Chile Israel Colombia Greece Hungary Latvia SlovakRepublic CostaRica Brazil Starting salary/minimum qualifications Salary after 15 years of experience/most prevalent qualifications Salary at top of scale/maximum qualifications Equivalent USD
- 42. Teachers spend a large share of their working time on activities other than teaching Figure D4.3 Percentage of lower secondary teachers' working time spent teaching (2019) Chile Lithuania Scotland (UK) Colombia Switzerland1 Luxembourg NetherlandsDenmark Israel France Spain Norway Hungary Germany Slovak Republic Latvia1 Czech Republic AustriaJapan2 Estonia Portugal IcelandKorea Turkey Poland 30% 35% 40% 45% 50% 55% 60% 65% 400 500 600 700 800 900 1000 Percentage of total statutory working time spent teaching Country average Country average Number of teaching hours per year
- 43. Contribution of various factors to salary cost of teachers per student in public institutions, primary education (2018) Figure D2.4 -3 000 -2 000 -1 000 0 1 000 2 000 Germany Switzerland Norway Austria BelgiumFl. Australia BelgiumFr. Canada Slovenia Ireland Netherlands Iceland Spain UnitedStates Portugal Italy Finland Japan Greece Poland CostaRica Israel Chile Hungary France Lithuania Estonia Colombia Turkey CzechRepublic Mexico SlovakRepublic Latvia Contribution of theoretical class size Contribution of teaching time Contribution of instruction time Contribution of teachers' salary Difference of salary cost of teachers per student from OECD average USD converted using PPPs
- 44. Find out more about our work at www.oecd.org/edu – All publications – The complete micro-level database Email: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD Wechat: AndreasSchleicher Thank you
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