1 2005 edition of Education at a Glance Under embargo until 13 September 2005, 11:00 Paris time.
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1 1 2005 edition of Education at a Glance Under embargo until 13 September 2005, 11:00 Paris time 2 2 3 3 In the dark… …all schools and education systems look the same… But with a little light…. 4 4 But with a little light…. …important differences become apparent…. 5 5 Main headings Strong educational investment Consistently rising investment in education High investment in pre-primary education, rapidly growing participation Strong and improving performance in primary education Above-average instructional hours and teacher salaries at school Public/private cost-sharing in line with individual and social benefits Strong public investment in pre-primary education Growing private share in tertiary spending Strong internal efficiency of higher education and high and growing labour-market returns Large class sizes and high teaching load Limited resources for capital investment in higher education Comparative advantage in higher education output diminishing Above average participation in non-formal continuing education and training, but Below-average increase in enrolments and entry Declining market share in foreign enrolment low intensity of courses large disparities in participation patterns Below-average output for baseline qualifications With large labour-market penalties 6 Between 1995 and investment in primary and secondary education increased in the UK by 36% (OECD average increase 26%)… … while spending on tertiary education grew, at 18%, only half as fast as at the OECD average level (OECD average increase 36%) Spending on education also grew faster than GDP From 4.3% of GDP in 1990 to 5.5% in 1995 to 5.9% in 2002 (a value that is now above the OECD average (5.8%) The UK stands out in showing consistent rises in educational investment A growing share of a public budget that shrunk relative to GDP is devoted to education …in terms of a rising share of GDP devoted to education Spending on institutions plus public subsidies to households rose …in terms of a growing educational share in the public budget from 11.4% in 1995 to 12.7% in 2002 B2.1 OECD EU Turkey Greece Japan Private Slovak Republic Czech Republic Spain Ireland Germany Hungary Korea Public Netherlands Italy Mexico Australia United Kingdom Austria 6 United States % of GDP Finland Luxembourg Poland France Switzerland Belgium Denmark Portugal Norway New Zealand Sweden Iceland 7 7 Expenditure on educational institutions as a percentage of GDP (2002) Primary and secondary education Total 95 5 4 3 2 1 0 B2.1 OECD EU Slovak Republic3 ,5 Czech Republic Italy Portugal Private Japan Germany United Kingdom Austria France Iceland Public Turkey Greece Spain Hungary Ireland Netherlands 3 Mexico Belgium Poland Norway New Zealand Australia Finland Sweden Denmark Korea United States Expenditure on educational institutions as 8 8 a percentage of GDP (2002) Tertiary education % of GDP Total 95 2.5 2 1.5 1 0.5 0 B4.1 OECD Total 95 EU Tertiary education Slovak Republic Primary and secondary Greece Below primary and unclassified Czech Republic Germany Italy Hungary Japan Netherlands France Spain Austria Belgium Portugal Finland United Kingdom Switzerland Ireland Sweden expenditure Australia % of total public United States Denmark Iceland Norway Korea New Zealand Mexico 9 9 Public expenditure on education as a percentage of total public expenditure (1995, 2001) 30 25 20 15 10 5 0 Spending at the pre-primary level Spending in primary and secondary schools Annual expenditure UK has highest spending level in the per OECDstudent Roughlyinstitutions, average spending… oneducational in equivalent US public dollarssources converted using PPPs An above-average share comes from … together with long school days (Scotland ranks 1st, England 8th) A significant increase since 1998… … and above-average teacher salaries, although these have risen less … while, than at the same time,asthe rate of participation of 4-year-olds half as fast on average in OECD countries underatas26 a percentage ofclass, 3-4-year-olds increased …and result, students per in one of the largest class sizes USD 12,000 from 51% in 1998 to 77% in 2002 (only Turkey, Japan and Korea have larger class sizes and all but USD 10,000 nine countries have between 16 and 21 students per class) USD 8,000 With only 75% of current expenditure devoted to compensation staff, schools have much greater capacity to purchase other USD of 6,000 goods and services than do OECD countries on average United(81%) Kingdom USD 4,000 EU In primary and secondary education, spending increased by 36% USD 2,000 while enrolments rose by 21%, resulting in a 12% OECD per-student increase between 1995 and 2002 (OECD average increase 26%) Te rt ia ry on da ry ti on ed uc a The spending choices may be effective Se c – Student performance at 4th grade level improved significantly in both mathematics and science between 1995 and 2003 (TIMSS) Pr im ar y ar y USD 0 pr im Pr e- 10 10 Cumulative expenditure on educational institutions per student over the average duration of tertiary studies Annual expenditure on educational institutions per student multiplied by average duration of studies, in equivalent US dollars converted using PPPs (2002) Equivalent US dollars converted using PPPs 80000 Each segment of the bar represents the annual expenditure per student. The number of segments represents the number of years a student remains on average in tertiary education. 70000 60000 50000 40000 30000 20000 10000 Sweden Austria Netherlands Denmark Germany Finland Italy1 Japan France Spain Hungary1 Ireland Australia United Kingdom B1.3 Greece Iceland Mexico 0 Korea 11 11 Changes in spending per student in tertiary education 12 12 relative to different factors (1995=100, 2002 constant prices ) Change in expenditure Change in expenditure per student Change in the number of students Index of change (1995=100) 220 200 180 174 160 141 129 117 103 102 100 112 100 93 85 84 84 OECD 104 EU Norway Germany France Austria Japan Italy Mexico Ireland Denmark Spain 105 Czech Republic B1.4 Greece Switzerland 80 Turkey 100 107 Slovak Republic 110 Poland 118 Sweden 118 Australia 121 United Kingdom 121 120 Hungary 129 Portugal 132 Netherlands 134 Finland 140 13 13 Share of private expenditure on schools (1995, 2002) An above-share of spending on schools Private share Private share 95 comes from private sources… … and it has increased at the highest rate Switzerland Primary, secondary andafter post-secondary 30 % (in percentage points) non-tertiary education Note that this covers all types of expenditure from private sources, irrespective of whether the institution concerned is public or private 20 10 OECD EU Portugal Sweden Norway Finland Denmark Slovak Republic Czech Republic Poland Italy Ireland Austria Iceland Netherlands Hungary Spain Greece France Japan United States Turkey New Zealand Switzerland Australia United Kingdom B3.1 Mexico Germany Korea 0 14 14 Share of private expenditure on higher education institutions (1995, 2002) Private share level, OECD Private share 95 roseLinear At the tertiary the private share from(OECD) 20% to 28%, the fastest rise after Australia… … whereas public spending rose only at 6% (compared with an Tertiary education OECD average increase of 38%) The reverse is true for pre-primary education, here the UK funding was at 96% public significantly larger than the OECD average of 83% 80 % 70 60 50 40 30 20 10 OECD EU Greece Denmark Norway Finland Iceland Austria Germany Portugal Turkey Sweden Czech Republic Belgium Ireland France Slovak Republic Hungary Italy Netherlands Spain United Kingdom Mexico Poland New Zealand Australia B3.1 United States Japan Korea 0 16 16 17 Growth in high-level qualifications The massive growth in participation… …has now levelled off A1.3a Portugal Luxembourg Austria Italy 1980's Mexico Turkey Greece Belgium Slovak Republic 14 Korea Spain Ireland 1970's New Zealand Czech Republic France 9 Poland 20 Germany Japan Iceland 1960's Finland 30 United Kingdom Australia Hungary Switzerland Sweden Netherlands Canada 40 Norway Denmark United States 18 18 Approximated by the percentage of persons with ISCED 5A/6 qualfication in the age groups 55-64, 45-55, 45-44 und 25-34 years (2003) Growth in university-level qualifications 1990's 3 10 23 10 21 0 The UK has an above-average university-level completion rate… Tertiary-type A graduation mostly from short courses rates, by duration (2003) Percentage of graduates to the population at the typical age of graduation The UK ranks 4th with regard to the number of science graduates as a percentage of 100,000 employed in the age group % 25-35 and 1st among women More than 6 years … but rapid growth in university-level qualifications has now 5 to 6 years levelled off and the UK no longer3tops graduation rates as was to less than 5 years still the case in 2000 60 50 40 30 Tertiary enrolment grew at much lower rates than at the OECD average level (18% between 1995 and 2002, compared with an OECD average of 28%) 20 10 Turkey Czech Republic4 Austria Germany Switzerland Slovak Republic4 France Italy Spain United States Japan Hungary Sweden Ireland United Kingdom Norway Denmark Poland Iceland Finland 0 Australia 19 19 Entry into tertiary education … andrates entry rates to higher education are, at 48%, (2003) now well below 20 20 Sum ofthe net OECD entry average rates forofsingle 53% year of age in tertiary-type A and educationwith a UK entry rate of 48% In 1998 thetertiary-type picture was stillB different, significantly above the OECD average of 40% % 90 80 70 A OECD-B But theTertiary-type success rateB is, atTertiary-type 83%, significantly better than at the OECD average level (70%) And entry rates at at the non-university tertiary level remain well above the OECD level 60 In fact, here the UK improved slightly from the 6th to the 5th place among 16 countries with comparable data 50 40 30 20 10 OECD EU Czech Republic Austria Belgium Mexico Switzerland Germany France Ireland Japan Slovak Republic Denmark Spain Italy Korea Netherlands Hungary United States New Zealand Poland Finland United Kingdom C2.1 Iceland Sweden Australia 0 21 21 22 Tertiary education is rapidly becoming an international domain …and the UK remains one of the most attractive student destinations… …with growing foreign enrolment… …although its international market share has declined faster than that of any other country. 23 23 Distribution of foreign students by country of destination (2003) Percentage of foreign tertiary students reported to the OECD who are enrolled in each country of destination Sweden, 1.2 New Zealand; 1.2 Netherlands; 1 Malaysia, 1.3 Austria; 1.5 Other OECD Switzerland, 1.6 Other non-OECD Italy; 1.7 Belgium, 2 In 2003, 2.1 million people studying in OECD countries were foreign students An 11.5% overall increase Spain; 2.5 But UK saw the fastest decline in market share Russ. Federation, 3.2 among OECD countries, from 16.2% in 1998 to 13.5% in 2003 Japan, 4.1 United States, 27.7 Australia, 8.9 France; 10.5 United Kingdom; 12.1 Germany, 11.4 Belgium New Zealand Korea Poland3, 4 Turkey3 Slovak Republic Italy Japan Greece Finland Spain 2003 Hungary United States Portugal Netherlands3 Iceland Czech Republic Norway Ireland Sweden Denmark France Germany3 United Kingdom C3.1 Austria Switzerland Australia 24 24 Percentage of foreign students in tertiary education (1998, 2003) Percentage of foreign students to total enrolment in tertiary education 1998 % 20 18 9 16 8 14 7 12 10 6 8 5 6 4 4 3 2 2 0 1 25 25 26 Stagnation in baseline qualifications The UK has falls well behind the OECD average with adult attainment 27 Baseline qualifications 27at the upper*secondary level* Approximated by the percentage of persons with uppersecondary qualfications in equivalent to 5 or more GCSEs at grades A to C or NVQ Level 2 or higher the age groups 55-64, 45-55, 45-44 und 25-34 years (2003) With serious consequences for those who have not completed this level 1970's 1980's 1990's 100 – While1960's UK employment rates among university and upper-secondary 90 graduates are well above the OECD average, for those who 1 failed to they remain, at 62% for men and 47% 80 attain the upper secondary level 8 9 12 for women, significantly below the OECD averages of 73% and 49% 70 22 –60 Among those without upper secondary qualifications 37% earn half or less of the national median earnings, and only 1% are in the group of top 50 earners, whose earnings exceeds twice the OECD median 40 30 – These earnings penalties are much larger than at the OECD average – Likelihood of unemployment 1.4 times as high as for upper secondary 20 graduate 2 24 1314 Portugal Mexico Turkey Spain Very modest progress with participation at age 17 Italy Greece Korea Ireland Poland Belgium Australia France Iceland Luxembourg Hungary Netherlands Finland United Kingdom Switzerland New Zealand Japan Austria Sweden Slovak Republic Canada Denmark Norway Czech Republic Note that the youngest individuals in this comparison (25-year-olds in 2003) 0 passed the age of 16 in 1994 Germany 1 United States 10 Only Greece, Mexico, New Zealand, Portugal and Turkey had a lower proportion of their 17-year-old population enrolled … while at age 20, the UK’s participation rate is above OECD average level 28 28 29 Initial education alone can no longer satisfy the rising and changing demand for skills An above-average share participate in non-formal continued education and training… …even though the intensity of participation is low… …and participation rates are lowest among those who need it most Participation of the of labour force in non-formal job30 However, the intensity participation in non30 formalrelated continuing education and training job-related education and training is (2003) comparatively low in the UK All levels of education 70 upper secondary education With the meanLower number of hours per participant in the % post-secondary non-tertiary labour force atUpper 28secondary hours and well below the OECDeducation average of 62 Tertiary hourseducation 60 50 40 30 20 10 OECD Greece Hungary Italy Spain Portugal Poland Czech Republic Ireland Germany Luxembourg Belgium France Slovak Republic Austria Canada 1 Switzerland Finland United Kingdom C6.2 United States Sweden Denmark 0 C6.3 OECD Greece Hungary % Italy Unemployed Spain Portugal Poland Ireland Czech Republic Employed Germany Luxembourg Belgium Austria Total France Slovak Republic Canada 1 United Kingdom Switzerland Finland United States Denmark Sweden 31 31 Participation of the labour force in non-formal jobrelated continuing education and training (2003) Labour force 50 45 40 35 30 25 20 15 10 5 0 Participation of the labour force in non-formal jobrelated continuing education and training (2003) 32 32 Total Resource industries Goods-producing industries Lower-tier services Upper-tier services % 70 60 50 40 30 20 10 OECD Greece Hungary Italy Spain Portugal Poland Czech Republic Germany Luxembourg Ireland Belgium France Austria Slovak Republic Canada1 Switzerland United Kingdom United States C6.5 Finland Denmark Sweden 0 33 The individual and social returns to qualifications 34 34 qualification earn, on average, twice as much than males who completed only upper secondary education (OECD average 162%). 240 A9.1 Males below upper sec In the UK, males without upper secondary education earn 73% of those with it Females below upper sec. (OECD average 82%). Males Tertiary-B Females Tertiary-B Males Tertiary-A Females Tertiary A OECD United States United Kingdom Sweden Spain Norway New Zealand Luxembourg Korea Italy Ireland Hungary Germany France Finland Denmark In all but three of the 20 countries with available data, the 120 earnings benefit increased between 1997 and 2003, in 100 Germany, Italy and Hungary by between 20% and 40% (UK 9%). 80 Growing benefits in many of the countries with the 60 steepest attainment growth Canada Switzerland 220 In the UK, higher education pays off even more so than 200OECD average level at the Rising180tertiary level qualifications seem generally not to have 160 led to an “inflation” of the labour-market value of qualifications. 140 Belgium Relative earnings of 25-64-year-olds with income from employment (upper In the education=100) UK, females with a tertiary-Type A secondary Australia The earnings advantage of education 35 35 Distribution of 25-64-year-olds by level of earnings and educational attainment OECD average UK 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Be lo w pp e U up pe r A9.4a se co nd r ar y Te sec o rt nd ia ar ry y Te -t rt yp ia e ry B -t Be yp lo e w A up pe r se U co pp nd er ar y Te sec o rt nd ia ar ry y Te -t rt yp ia e ry B -t yp e A 0% More than 2 times the median More than 1.5 times the median but at or below 2.0 times the median More than the median but at or below 1.5 times the median More than half the median but at or below the median At or below half of the median 36 36 Private internal rates of return (RoR) for an individual obtaining a university-level degree (ISCED 5/6) from an upper secondary and post-secondary non-tertiary level of education (ISCED 3/4) (2002) MALES United States Switzerland Sweden Norway at age 40, no fees, income/male Netherlands at age 40, fees, income/male Italy Immediately to higher ed/male France Finland Denmark Belgium -5 A9.5 0 5 10 15 20 37 37 Private internal rates of return (RoR) for an individual obtaining a university-level degree (ISCED 5/6) from an upper secondary and post-secondary non-tertiary level of education (ISCED 3/4) (2002) FEMALES United States Switzerland Sweden Norway at age 40, no fees, income/female Netherlands at age 40, fees, income/female Italy Immediately to higher ed/female France Finland Denmark Belgium 0 A9.5 5 10 15 20 Enhancements in human capital contribute to labour productivity growth 39 39 Average annual percentage change (1990-2000) Hours worked Hourly GDP per efficient 5 •In the UK, improvements in educational Level of education attainment between 1990 and 2000 unit of labour Labour productivity contributed to labour productivity much more than in the United States and in any of the other 14 countries except Portugal 4 3 2 1 0 New Zealand Netherlands France Canada Germany Norway Italy Australia Portugal Denmark Sweden United Kingdom A10 Finland Ireland -2 United States -1 40 40 Overview Strong educational investment Consistently rising investment in education High investment in pre-primary education, rapidly growing participation Strong and improving performance in primary education Above-average instructional hours and teacher salaries at school Public/private cost-sharing in line with individual and social benefits Strong public investment in pre-primary education Growing private share in tertiary spending Strong internal efficiency of higher education and high and growing labour-market returns Large class sizes and high teaching load Limited resources for capital investment in higher education Comparative advantage in higher education output diminishing Above average participation in non-formal continuing education and training, but Below-average increase in enrolments and entry Declining market share in foreign enrolment low intensity of courses large disparities in participation patterns Below-average output for baseline qualifications With high labour-market penalties 41 41 Further information www.pisa.oecd.org – All national and international publications – The complete micro-level database email: [email protected] [email protected] … and remember: Without data, you are just another person with an opinion