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Education at a Glance 2019 (EAG 2019): Highlights
EAG 2019, Chapter A: The output of educational institutions and the impact of learning
EAG 2019, Chapter B: Access to education, participation and progression
EAG 2019, Chapter C: Financial resources invested in education
EAG 2019, Chapter D: Teachers, learning environment and organisation of schools
TALIS 2018: Full selection of indicators
Survey of Adult Skills (PIAAC 2015): Full selection of indicators
PISA 2015: Full selection of indicators
PISA 2015 (Volume III): Students' Well-Being
PISA 2015 (Volume IV): Students' Financial Literacy
PISA 2015 (Volume V): Collaborative Problem Solving
Access & Participation
Organisation & Governance
Finance & Funding
Learning environment
Teachers
Evaluation & Quality assurance
Equity
Gender
Digital divide
Special needs
Socio-economic status
Migrant background
Economic & Social outcomes
Internationalisation
Research & Innovation
School leadership
Trends shaping education
Attainment
Skills
Low performers
Computers, education & skills
Early childhood education & care
Tertiary education
Demographic, social & economic indicators
EAG 2019, Chapter A: The output of educational institutions and the impact of learning
  • Although graduation from upper secondary education increased by 65 percentage points between 2005 and 2017, 15% of 25-34 year-olds did not attain upper secondary education in 2017, on average across OECD countries.
  • Progression to master's or doctoral level has remained constant across generations despite attractive returns on the initial investment. The annual cost of these programmes is similar to that of a bachelor's degree in more than half of OECD countries, while earnings are 32% higher, on average.
  • Across all age groups, but particularly among young adults, the proportion of tertiary-educated women is now higher than the proportion of tertiary-educated men in almost all OECD countries. In some countries, the gender imbalance is reversed between the older and younger generations.
  • On average across OECD countries, about 25% of tertiary-educated 25-64 year-olds have qualifications in business administration or law, while 5% or less had studied information and communication technologies (ICT), natural sciences, mathematics or statistics.
  • On average across OECD countries, 14.3% of 18-24 year-olds are neither employed nor in education or training (NEET). In Brazil, Colombia, Costa Rica, Italy, South Africa and Turkey, over 25% of 18-24 year-olds are NEET.
  • Tertiary graduates are more resilient against long-term unemployment and, in 2018, their employment rate was 9 percentage points higher than that of adults with upper secondary education.
  • Levels of long-term unemployment decrease with higher educational attainment in most OECD countries. In most countries, the proportion of unemployed adults who have been unemployed for 12 months or more is smaller for tertiary-educated adults than for adults with lower levels of educational attainment.
  • On average across OECD countries, adults with a short-cycle tertiary degree earn 20% more than adults with upper secondary education. The earnings advantage increases to 44% for those with a bachelor's degree and to 90% for those with a master's or doctoral degree.
  • The gender gap in earnings persists across all levels of educational attainment, and the gap is wider among tertiary-educated adults. Women earn less than men do even with a tertiary degree in the same broad field of study.
  • Work-life balance is an important dimension of well-being. However, in contrast to social connectedness, higher educational attainment does not seem to be associated with a better equilibrium. In about half of countries with data, the difference in work-life balance by educational attainment is not statistically significant.
  • Learning begets learning. On average across OECD countries, the participation of adults in formal and/or non-formal education and training is about 20 percentage points higher for those who completed tertiary education than for those who completed upper secondary or post-secondary non-tertiary education.


  • | Education at a Glance 2019 (EAG 2019): OECD Indicators | Annexes from Education at a Glance 2019 | OECD Handbook for Internationally Comparative Education Statistics 2018 | On-line databases |
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    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2019 for more details about the data collections.

    For additional notes, please refer to annexes in the list of links below the introductory text.