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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
TALIS 2018: Starting Strong Survey
Survey of Adult Skills (PIAAC): 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 B: Access to education, participation and progression
  • Universal or near-universal participation in at least one year of ECEC is now the norm in OECD countries, which is significant progress towards one of the education targets of the United Nations' Sustainable Development Goals (SDG 4.2.2). Enrolment rates for 4 year-olds in pre-primary or primary education is above 85% on average across OECD countries and partner countries in 2017.
  • In 2017, more than one in three children under the age of three were enrolled in early childhood education and care programmes, on average across OECD countries - an increase of 7 percentage points compared to 2010.
  • On average across OECD countries, about 40% of students in upper secondary education were enrolled in vocational upper secondary programmes. In about one-third of countries with available data, more upper secondary students are enrolled in vocational than in general programmes, reaching at least 70% in the Czech Republic, Finland and Slovenia.
  • Across OECD countries, the average age of first-time graduation at upper secondary level is higher for vocational programmes (22 years old) than for general programmes (18 years old), and much higher for post-secondary non-tertiary vocational programmes (31 years old).
  • Current estimates indicate that on average, 86% of people across OECD countries will graduate from upper secondary education in their lifetime, and 81% of people will do so before the age of 25, while about half (48%) are expected to graduate from tertiary education during their lifetimes.
  • Women outnumber men among new entrants to short-cycle tertiary, bachelor's programmes and master's LFDs. However, there are stark differences across fields of study: women are under-represented in information and communication technologies (ICTs) but over-represented in health and welfare.
  • In contrast to lower levels of tertiary education, doctoral candidates tend to specialise more heavily in the science and technology-related fields of study. The broad field of natural sciences, mathematics and statistics attracts the largest share of doctoral graduates, 23% on average across OECD countries, followed by engineering, manufacturing and construction, and health and welfare, both at 17%. In contrast, business, administration and law represents less than 10% at doctoral level.
  • English-speaking countries are the most attractive to international students. Australia, Canada, the United Kingdom and the United States together receive about 35% of all mobile students in OECD and partner countries.
  • Students from Asia form the largest group of international students enrolled in tertiary education programmes at all levels, representing 56% of all mobile students across the OECD in 2017.


  • | 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.