The 2014 edition of Education at a Glance provides ample evidence of the critical role that education and skills play in fostering social progress. A first glance at the evidence shows that in OECD countries access to education continues to expand. Close to 40% of 25-34 year-olds now have a tertiary education, a proportion 15 percentage points larger than that of 55‑64 year-olds; and in many countries, this difference exceeds 20 percentage points. Importantly, the crisis did not slow this process of expansion. On the other hand, EAG 2014 shows that socio-economic divisions are deepening. On average, over 80% of tertiary-educated adults are employed compared to less than 60% of people with below upper secondary education. And the employment gap between these two groups is 30 percentage points wide or more in several countries. Moreover, data reconfirm that the economic crisis hit young, low‑educated adults hardest.
Education at a Glance 2014 offers a rich, comparable and up-to-date array of indicators on:
Finance is a part of everyday life for many 15-year-olds: they are already consumers of financial services such as bank accounts with access to online payment facilities. As they near the end of compulsory education, students will also face complex and challenging financial choices. Financial literacy is thus an essential life skill, and high on the global policy agenda. Shrinking welfare systems, shifting demographics, and the increased sophistication and expansion of financial services have all contributed to a greater awareness of the importance of ensuring that citizens and consumers of all ages are financially literate. The financial literacy assessment in PISA 2012 offers the first ever international assessment of the financial knowledge and skills
of 15-year-old students. More (or browse indicators from all PISA 2012)
Find out and compare how the learning environment and the working conditions of teachers are in schools across different countries. TALIS examines the ways in which teachers' work is recognised, appraised and rewarded; assesses the degree to which teachers perceive their professional development needs are being met; provides insights into the beliefs and attitudes about teaching that teachers bring to the classroom and the pedagogical practices that they adopt; examines the roles of school leaders and the support that they give their teachers; and examines the extent to which certain factors relate to teachers' reports of job satisfaction and self-efficacy. More
The quality of teachers, trainers and instructors is key for effective learning, be it in early childhood education and care, schools, vocational education and training, or adult education. As research for schooling showed, while learning is influenced by many factors, such as a student’s family background and skills and motivation, the single most important factor within schools that impacts student learning is teaching. Considering teachers’ role for learning, ensuring a high quality workforce is high on policy agendas in many countries. More