Transcript PowerPoint

Education at a Glance 2015
United States
Andreas Schleicher
Director for Education and Skills
Release date:
24 November 2015
1
Early learning
%
100
0
Israel
France
Belgium
United Kingdom
New Zealand
Iceland
Spain
Norway
Italy
Sweden
Germany
Denmark
Korea
Estonia
Slovenia
Netherlands
Latvia
Japan
EU21 average
Portugal
Hungary
Russian Federation
OECD average
Luxembourg
Finland
Slovak Republic
Austria
Czech Republic
Poland
Ireland
Chile
United States
Mexico
Australia
Indonesia
Colombia
Brazil
Turkey
Switzerland
Saudi Arabia
Some 70 % of 3-year-olds are enrolled in pre-primary
education
Chart C2.1.
Enrolment rates at age 3 and 4 in early childhood education (2013)
Enrolment rates at age 3 in early childhood educational programmes (ISC 01)
Enrolment rates at age 3 in pre-primary education (ISC 02)
Enrolment rates at age 4 (ISC 02 +ISC 1)
90
80
70
60
50
40
30
20
10
Child staff ratios in pre-primary education
30
25
20
15
10
5
0
Chart C2.2
Expenditure on pre-primary education accounts for
0.6% of GDP, on average
Chart C2.4.
Expenditure on pre-primary educational institutions (2012)
Private expenditure on educational institutions in percentage of GDP
Public expenditure on educational institutions in percentage of GDP
1.2
1
0.8
0.6
0.4
Indonesia
South Africa
Australia
Switzerland
Japan
Korea
Netherlands
Italy
United States
Austria
United Kingdom
Slovak Republic
Czech Republic
Germany
New Zealand
OECD average
Portugal
Spain
Luxembourg
EU21 average
Belgium
Hungary
Israel
France
Poland
Latvia
Slovenia
Finland
Iceland
0
Norway
0.2
Teachers
and teaching
Expenditure per primary, secondary and post-secondary nontertiary student increased by at least 10% in most countries
between 2005 and 2012
Chart
B1.4.P,S,PS
Annual expenditure per student by educational institutions in 2012 related to change since 2005. Primary, secondary, and post-secondary non-tertiary education
Annual expenditure per
student (2012, USD)
Primary, secondary, and post-secondary non-tertiary education
OECD average
16 000
CHE
15 000
NOR
14 000
13 000
USA
12 000
11 000
UKM
10 000
ISL
ITA
9 000
SWE
NLD
CAN
FRA
JPN
8 000
BEL
ESP
OECD average
AUS
FIN
KOR
SVN
POL
POR
7 000
6 000
5 000
IRE
CZE
EST
HUN
RUS
ISR
SVK
CHL
4 000
MEX
3 000
TUR
R² = 0.2984
2 000
1 000
0
-20
-10
0
10
20
30
40
50
60
70
80
Change in expenditure per student between 2005 and 2012 (%)
0
Netherlands
Belgium (Fr.)
Latvia
Estonia
Russian Federation
Luxembourg
Slovak Republic
United Kingdom
Finland
Slovenia
Iceland
Hungary
Lower secondary education
Austria
EU21 average
Czech Republic
Italy
Greece
Poland
Portugal
OECD average
Australia
Germany
France
Spain
United States
Mexico
Brazil
Turkey
Israel
Colombia
Chile
Indonesia
Japan
Korea
China
Above-average primary class size but belowaverage secondary class sizes
Chart D2.1.
Average class size in educational institutions, by level of education (2013)
Primary education
60
50
40
30
20
10
Public-school teachers teach between 772 hours per year at the
primary level to 643 hours at the upper secondary level, on average
Chart D4.2.
Number of teaching hours per year, by level of education (2013). Net statutory contact time in public institutions
Upper secondary, general programmes
Primary
Lower secondary, general programmes
Hours per year
1 600
1 400
1 200
1 000
800
600
400
0
Colombia
Chile
Latvia
Scotland
Mexico
Australia
New Zealand
Netherlands
England
Canada
Luxembourg
Ireland
Germany
Spain
France
OECD average
EU21 average
Belgium (Fl.)
Slovak Republic
Italy
Portugal
Belgium (Fr.)
Hungary
Czech Republic
Austria
Slovenia
Israel
Estonia
Poland
Finland
Korea
Iceland
Norway
Japan
Turkey
Russian…
Greece
Denmark
United States
200
Teaching time as a share of working time
Chart D4.3.
Net teaching time that lower secondary teachers spend teaching as a percentage of total statutory working time (2013)
80%
60%
40%
20%
Turkey
Japan
Hungary
Austria
Iceland
Czech Republic
Korea
Poland
Norway
Denmark
Estonia
France
Slovak Republic
Germany
Netherlands
Latvia
Portugal
Spain
United States
Chile
England
Scotland
Israel
Colombia
0%
In many countries, larger classes leave more time
for other professional activities, not so in the UK
Chart Box
D2.a.1
Relationship between average class size and time spent teaching/learning in lower secondary education (2013). The size of each bubble
represents the proportion of lower secondary teachers who reported having more than 10% of students with behaviour problems in their classes
Percentage of time spent teaching and learning
Russian Federation
85
Latvia
Estonia
Czech Republic
Poland
Finland
80
Slovak Republic
OECD average
Italy
Australia
Iceland
75
Portugal
Spain
France
Japan
Korea
Israel
Mexico
Chile
R² = 0.4235
70
Brazil
65
14
19
24
29
Average class size in lower secondary education
34
In only two countries are teachers' salaries higher
than the salaries of comparably educated workers
Chart D3.1.
Teachers' salaries relative to earnings for similarly educated workers or workers with tertiary education (2013). Lower secondary teachers
teaching general programmes in public institutions
Ratio
Similarlyeducated
workers
1
Workers with
tertiary
education
0.5
Italy
United States
Sweden
Estonia
Netherlands
Poland
OECD average
Slovenia
Austria
Luxembourg
Czech Republic
Slovak Republic
Chile
Hungary
Norway
OECD average
Finland
England
Scotland
Australia
Belgium (Fr.)
Greece
Belgium (Fl.)
Israel
France
Denmark
0
New lower secondary teachers with the typical qualifications
earn, on average, USD 31 013. At the top of scale and maximum
qualifications they earn, on average, USD 53 786
Chart D3.2.
Annual statutory salaries of lower secondary teachers in public institutions, in equivalent USD converted using PPPs at different points in their
careers (2013)
Equivalent USD
converted using
PPPs
Starting salary/typical qualifications
Salary after 15 years of experience/typical qualifications
Salary at top of scale/maximum qualifications
140 000
120 000
100 000
80 000
60 000
40 000
20 000
Luxembourg
Germany
Denmark
United States
Norway
Spain
Canada
Australia
Netherlands
Ireland
Finland
Belgium (Fl.)
Austria
Belgium (Fr.)
Sweden
OECD average
Portugal
France
Italy
New Zealand
Korea2
England
Japan
Scotland
Turkey
Iceland
Slovenia
Mexico
Israel
Greece
Chile
Czech Republic
Colombia
Poland
Estonia
Slovak Republic
Hungary
0
Between 2005 and 2013, teachers’ salaries increased in
some and decreased in other countries
Chart D3.3.
Index of change between 2000 and 2013 (2005 = 100, constant prices), for teachers with 15 years of experience and typical qualifications
Index of
140
130
120
110
100
90
80
70
60
Latvia
Hungary
Greece
Portugal
England
Iceland
Scotland
Spain
Japan
Italy
France
Korea
Slovenia
Austria
OECD average
Finland
Denmark
Belgium (Fl.)
Belgium (Fr.)
Sweden1
Germany
Ireland
Mexico
United States
Australia
Turkey
Luxembourg
Norway
Israel
Poland
Estonia
50
Between 2000 and 2013, teachers’ salaries increased
overall in real terms in most countries with available data
Chart D3.3.
Index of change between 2000 and 2013 (2005 = 100, constant prices), for teachers with 15 years of experience and typical qualifications
2013
2000
Index of
140
130
120
110
100
90
80
70
60
Latvia
Hungary
Greece
Portugal
England
Iceland
Scotland
Spain
Japan
Italy
France
Korea
Slovenia
Austria
OECD average
Finland
Denmark
Belgium (Fl.)
Belgium (Fr.)
Sweden1
Germany
Ireland
Mexico
United States
Australia
Turkey
Luxembourg
Norway
Israel
Poland
Estonia
50
Schools were better equipped with new
technologies in 2012 than in 2003
Chart D8.2
Change between 2003 and 2012 in the index of quality of schools' educational resources (e.g. textbooks, computers for instruction, computer so
ftware). Dark blue bars indicate differences that are statistically significant.
Mean index
difference
1.5
1.3
1.1
0.9
0.7
0.5
0.3
0.1
-0.1
-0.3
-0.7
Turkey
Poland
Uruguay
Russian Federation
Latvia
Macao-China
Japan
Brazil
Canada
Slovak Republic
Portugal
Norway
Ireland
Czech Republic
Greece
Spain
Belgium
Hungary
Hong Kong-China
Australia
Sweden
OECD average 2003
Switzerland
Indonesia
Liechtenstein
Germany
Italy
New Zealand
Denmark
Finland
Austria
Thailand
United States
Luxembourg
Netherlands
Mexico
Iceland
Korea
Tunisia
-0.5
Teachers’ skills and readiness to use information and
communication technologies (ICT) for problem solving (2012)
Chart D5.4
%
100
Group 4
90
(Good ICT and problem-solving
skills)
80
Group 3
70
(Moderate ICT and problem-
60
solving skills)
50
Group 2
40
minimal problem-solving skills)
30
Group 1
20
based assessment)
10
Group 0
(Failed ICT core stage 1 or
(Opted out of the computer-
(No computer experience)
Poland
Estonia
Russian Federation*
Ireland
Slovak Republic
Austria
Denmark
Flanders (Belgium)
Average
Germany
United States
Norway
Canada
Japan
Netherlands
Sweden
Czech Republic
England/N. Ireland (UK)
Korea
0
Relationship between teachers’ use of ICT skills at work and
proficiency in those skills (2012)
Chart D5.4
2.6
Korea
2.4
Index of use of ICT skills at work
United States
2.2
England/N. Ireland (UK)
Estonia
2.0
Canada
Netherlands
1.8
Sweden
Czech Republic
Average
Russian Federation*
Norway
Flanders (Belgium)
Slovak Republic
Poland
Denmark
Germany
Austria
1.6
Japan
Ireland
1.4
R² = 0.3951
1.2
1.0
20
25
30
35
40
45
50
55
Proportion of teachers with good ICT and problem-solving skills
60
65
70
Students who use computers at school only
moderately score the highest in reading
Score points
Relationship between students’ skills in reading and computer use at school
(average across OECD countries)
520
Highest
score
510
Students
a value
above 1 use
Most students with
a valuewith
above
0
chat or
emailonce
at least
use email at school
at least
a once a week at
school,
browse
month, browse the
Internet
for the Internet for
Digital reading
schoolwork
almost every day, and
schoolwork at least
once a week,
practice
drill on computers (e.g.
and practice and
drill onand
computers
for foreign
(e.g. for foreign language
or language
maths) or maths) at
at least once a monthleast weekly
500
490
480
470
460
450
-,2
-,1
,0
OECD
average
Source: Figure 6.5
,1
Index of ICT use at school
,2
Students who do not use computers in maths
lessons score highest in mathematics
Score points
Relationship between students’ skills in reading and computer use at school
(average across OECD countries)
520
Paper-based
mathematics
Highest score
510
500
490
Computer-based
mathematics
480
470
460
450
-,2
-,1
,0
OECD
average
Source: Figure 6.7
,1
,2
Index of computer use in mathematics lessons
Malaysia
Italy
Georgia
Iceland
Brazil
Japan
Sweden
France
Korea
Israel
Estonia
Mexico
Bulgaria
Croatia
Serbia
Latvia
Denmark
Slovak Republic
Romania
OECD average
Norway
Finland
Russian Federation
New-Zealand
Netherlands
Czech Republic
Spain
Australia
Chile
Cyprus
Singapore
Poland
Belgium (Flanders)
Abu Dhabi (UAE)
Portugal
United States
England
Almost one in five teachers in OECD countries feels a need for further
training in how to use ICT in the classroom
Chart D8.4
Percentage of lower secondary education teachers who report having a high level of need for professional development to improve their ICT skills for teaching
50 %
45
40
35
30
25
20
15
10
5
0
Tertiary
education
%
70
South Africa
Indonesia
Brazil
China
Costa Rica
Italy
Mexico
Turkey
Saudi Arabia
Chile
Colombia
Germany
Slovak Republic
Czech Republic
Portugal
Hungary
Slovenia
Austria
Greece
EU21 average
Latvia
Finland
New Zealand
Estonia
Iceland
OECD average
Spain
Denmark
Poland
France
Belgium
Netherlands
United States
Sweden
Switzerland
Israel
Australia
Norway
United Kingdom
Ireland
Lithuania
Luxembourg
Canada
Russian Federation
Korea
More people have benefited from education than ever before
Chart A1.2.
Percentage of younger and older tertiary-educated adults (2014)
Proportion of the 25-34 year-old population with tertiary education
Proportion of the 55-64 year-old population with tertiary education
60
50
40
30
20
10
0
More than 40% of students who graduated with a
doctorate earned it in either science or engineering
Chart A3.4.
Percentage of students who graduate from sciences and engineering at doctoral level (2013)
Engineering, Manufacturing & Construction
Sciences
%
Sciences and Engineering, Manufacturing & Construction (international students)
80
70
60
50
40
30
20
0
France
Chile
Canada
Luxembourg
Israel
Sweden
Estonia
Czech Republic
Colombia
Austria
Belgium
United Kingdom
New Zealand
Italy
EU21 average
Spain
Ireland
OECD average
Germany
Denmark
Portugal
Switzerland
Norway
Finland
United States
Slovak Republic
Russian Federation
Slovenia
Latvia
Greece
Australia
Korea
Japan
South Africa
Hungary
Netherlands
Mexico
Turkey
10
More than 30% of adults are more educated than
their parents
Chart A4.1.
Intergenerational mobility in education (2012)
Downward mobility (lower educational attainment than the highest level reached by parents)
Upward mobility to upper secondary or post-secondary non-tertiary education
Upward mobility to tertiary education
%
100
90
80
70
60
50
40
16
30
10
20
22
10
Austria
Germany
Czech Republic
United States
Sweden
Italy
Slovak Republic
Norway
Australia
Estonia
Denmark
Flanders (Belgium)
Average
Netherlands
Japan
Canada
France
England/N. Ireland (UK)
Spain
Ireland
Finland
Poland
Russian Federation
Korea
0
Annual spending per tertiary student ranges from
USD 2 089 to USD 32 876
Chart
B1.2.T
Annual expenditure per student by educational institutions for all services, by level of education (2012). Tertiary education
32 876
28 000
26 000
24 000
22 000
20 000
18 000
OECD average
16 000
14 000
12 000
10 000
8 000
6 000
4 000
2 000
Indonesia
Colombia
Latvia
Turkey
Chile
Mexico
Estonia
Hungary
Slovak Republic
Portugal
Iceland
Poland
Korea
Italy
Czech Republic
Brazil
South Africa
Slovenia
Israel
Spain
New Zealand
Ireland
France
Belgium
Austria
Australia
Japan
Germany
Finland
Netherlands
Norway
Sweden
United Kingdom
Switzerland
United States
Luxembourg
0
Between 2005 and 2012, expenditure per tertiary
student increased by 10%, on average
Chart
B1.4.T
Annual expenditure per student by educational institutions in 2012 related to change since 2005. Tertiary education
Annual expenditure per
student (2012, USD)
27 000
USA
26 000
CHE
25 000
24 000
23 000
22 000
21 000
NOR
20 000
NLD
19 000
18 000
AUS
17 000
16 000
BEL
15 000
14 000
13 000
ESP
12 000
11 000
BRA
10 000
POR
9 000
ISL
8 000 HUN
RUS
MEX
7 000
6 000
-20
-10
0
Tertiary education
OECD average
SWE
FIN
JPN
IRE
OECD average
FRA
ISR
CZE
SVN
POL
ITA
R² = 0.0654
TUR
CHL
10
KOR
20
SVK
EST
30
40
50
60
70
80
Change in expenditure per student between 2005 and 2012 (%)
Korea
Japan
Chile
United States
Colombia
Australia
New Zealand
Israel
Portugal
Hungary
Canada
United Kingdom
Russian Federation
Latvia
Italy
Mexico
OECD average
Netherlands
Indonesia
Spain
Slovak Republic
Poland
EU21 average
Estonia
Czech Republic
France
Turkey
Ireland
Germany
Slovenia
Sweden
Belgium
Iceland
Luxembourg
Austria
Norway
Finland
Switzerland
Denmark
About 30% of spending on tertiary education comes
from private sources, on average
Chart B3.1
Share of private expenditure on educational institutions (2012)
%
90
80
70
60
50
40
30
20
10
0
75% or more students in Australia, New Zealand, Norway, the
United Kingdom and the United States benefit from public loans
or scholarships/grants
Chart B5.3
Distribution of scholarships/grants and public loans to students in Bachelor's or equivalent level (2013-14)
DO NOT benefit from public loans OR scholarships/grants
benefit from public loans AND scholarships/grants
benefit from scholarships/grants only
benefit from public loans only
% of students
benefit from public loans only or from public loans AND scholarships/grants
100
90
80
70
60
50
40
30
20
10
Switzerland
Austria
Belgium (Fr.)
Italy
Belgium (Fl.)
France
Finland
Turkey
Norway
United States
New Zealand
Australia
United Kingdom
0
30
The returns to tertiary education remain strong
%
45
Slovak Republic
Spain
Greece
Lithuania
Latvia
Czech Republic
Ireland
Poland
Hungary
EU21 average
Slovenia
Italy
Portugal
Belgium
France1
Sweden
OECD average
Finland
Russian Federation1
Germany
Estonia
Austria
Canada
United States
Netherlands
Switzerland
Turkey
Denmark
Australia
United Kingdom2
Luxembourg
Israel
Costa Rica
Norway
Colombia
New Zealand
Chile1
Iceland
Brazil1
Mexico
Korea
The employment benefit of tertiary education is
significant, but not in all countries
Below upper secondary
Upper secondary or post-secondary non-tertiary
Chart A5.1.
Unemployment rates, by educational attainment (2014)
Tertiary
40
35
30
25
20
15
10
5
0
Norway
Denmark
Australia
Estonia
New Zealand
Belgium
Canada
Italy
Korea
Finland
Greece
United Kingdom
Spain
Japan
Below upper secondary
Austria
France
Switzerland
Netherlands
EU21 average
Luxembourg
OECD average
Israel
Portugal
Poland
Slovak Republic
Slovenia
Czech Republic
United States
Ireland
Turkey
Mexico
Hungary
Colombia
Brazil
Chile
Adults with a tertiary degree will earn 100% more than
those with only below upper secondary education
Chart
A6.2.a
Difference in relative earnings for adults by level of education (upper secondary education=100)
Tertiary
300
250
200
150
upper secondary education
100
50
0
The higher the level of education, the higher the
relative earnings
Chart A6.1.
Relative earnings of tertiary-educated workers, by level of tertiary education (2013)
Index
Bachelor's or equivalent
Master's, doctoral or equivalent
450 564
300
280
260
240
220
200
180
160
140
120
Chile
Brazil
Ireland
Greece
Hungary
Austria
Portugal
United States
Israel
OECD average
United Kingdom
Canada
EU21 average
Korea
Czech Republic
Australia
France
New Zealand
Finland
Slovak Republic
Norway
Sweden
Denmark
Italy
100
Adults completing tertiary education benefit from
substantial returns on their investment
Chart A7.1
Private net financial returns for adults attaining tertiary education (2011)
Men
Women
600 000
500 000
400 000
300 000
200 000
100 000
Korea
New Zealand
Spain
Sweden
Denmark
Estonia
Norway
Finland
Italy
Israel
Canada
Germany
EU21 average
Australia
Netherlands
OECD average
Austria
Portugal
Slovak Republic
Slovenia
United Kingdom
Czech Republic
Hungary
Poland
United States
Chile
0
-50 000
Korea
Sweden
Estonia
New Zealand
Spain
Switzerland
Canada
Slovak Republic
Israel
Norway
Denmark
Poland
OECD average
Chile
Men
Australia
Finland
Czech Republic
EU21 average
United Kingdom
Austria
Portugal
Italy
Netherlands
Germany
Slovenia
Hungary
United States
Taxpayers benefit significantly too
Chart A7.3
Public net financial returns for adults attaining tertiary education (2011)
Women
300 000
250 000
200 000
150 000
100 000
50 000
0
The higher the level of skills, the more likely the
participation in employer-sponsored education
Chart C6.1.
Participation in employer-sponsored formal and/or non-formal education, by skills and readiness to use information and communication
technologies for problem solving (2012)
%
Group 4
(Good ICT and problem-solving skills)
Group 3
(Moderate ICT and problem-solving skills)
Group 2
(Failed ICT core test or minimal problem-solving skills)
Group 0
(No computer experience)
80
70
60
50
40
30
20
10
Russian Federation
Poland
Japan
Slovak Republic
Austria
Korea
Flanders (Belgium)
Czech Republic
Germany
Ireland
Average
Estonia
Canada
England/N. Ireland
(UK)
Australia
Sweden
United States
Netherlands
Finland
Norway
Denmark
0
37
Internationalisation continues
OECD countries attract 73% of all foreign and
international students
Distribution of foreign and international students in tertiary education, by country of destination (2013)
Other non-OECD countries
20%
Other OECD countries 10%
United States 19%
Turkey 1%
Korea 1%
Spain 1%
Saudi Arabia 2%
Netherlands 2%
Austria 2%
Italy 2%
United Kingdom 10%
China 2%
Canada 3%
Japan 3%
Russian Federation 3%
Germany 5%
Australia 6%
France 6%
Chart C4.3.
International enrolment in relative terms
Chart C4.1.
International or foreign student enrolments as a percentage of total tertiary education
%
Total tertiary education
OECD Average
50
45
40
35
30
25
20
OECD Average
15
10
5
0
Students from Asia form the largest group of
international students
Distribution of foreign and international students in tertiary education, by region of origin (2013)
Not specified
Oceania
5%
1%
North America
Asia
3%
Latin America and the
53%
Caribbean
5%
Africa
8%
Europe
25%
Chart C4.4.
Gender
differences
%
Korea
Canada
Russian Federation
Norway
Luxembourg
Ireland
Israel
Australia
Sweden
Poland
Latvia
United Kingdom
Belgium
United States
Denmark
Estonia
Slovenia
Netherlands
France
Finland
Spain
Iceland
OECD average
EU21 average
Switzerland
New Zealand
Greece
Austria
Portugal
Hungary
Slovak Republic
Czech Republic
Saudi Arabia
Japan
Colombia
Italy
Germany
Chile
Mexico
Turkey
Costa Rica
Brazil
Indonesia
South Africa
Women are more likely than men to have attained
tertiary education
Men
Chart A10.1
Percentage of 25-34 year-olds who have attained tertiary education, by gender (2014)
Women
80
70
60
50
40
30
20
10
0
0
Japan
Turkey
Switzerland
Germany
China
Indonesia
Mexico
Chile
United Kingdom
Luxembourg
Netherlands
United States
OECD average
Bachelor’s or equivalent
Colombia
Spain
Australia
Russian Federation
Israel
Italy
Finland
EU 21 average
Austria
Belgium
Canada
Denmark
Saudi Arabia
Portugal
South Africa
Hungary
New Zealand
Slovenia
Czech Republic
Slovak Republic
Norway
Latvia
Sweden
There is a large difference between the shares of
women with bachelor's and doctoral degrees
Chart A3.3.
Percentage of female graduates in tertiary levels of education (2013)
Doctorate or equivalent
80
%
70
60
50
40
30
20
10
The public benefit for a man attaining tertiary
education is higher than that for a woman
Chart A7.3
Public net financial returns for adults attaining tertiary education (2011)
Men
Women
300 000
250 000
200 000
150 000
100 000
50 000
Korea
Sweden
Estonia
New Zealand
Spain
Switzerland
Canada
Slovak Republic
Israel
Norway
Denmark
Poland
OECD average
Chile
Australia
Finland
Czech Republic
EU21 average
United Kingdom
Austria
Portugal
Italy
Netherlands
Germany
Slovenia
Hungary
-50 000
United States
0
%
60
Indonesia
Brazil
Colombia
Mexico
Chile
Costa Rica
Israel
Greece
Turkey
Slovak Republic
Sweden
Iceland
Lithuania
Croatia
Hungary
France
Portugal
United States
Luxembourg
Italy
Norway
OECD average
Russian Federation
New Zealand
Belgium
Slovenia
Spain
Austria
Latvia
United Kingdom
Australia
Czech Republic
Denmark
Germany
Netherlands
Switzerland
Ireland
Poland
Canada
Finland
Japan
Korea
Estonia
Boys tend to perform worse in school than girls
Girls
Chart A10.2
Gender differences in the percentage of 15 year-olds students who are low achievers in all subjects (e.g. mathematics, reading, science) (PISA
2012)
Boys
50
40
30
20
10
0
The highest proportion of female teachers are concentrated in the
earlier years of schooling and shrink at each successive level of
education
Chart D5.3
Percentage of women among teaching staff in public and private institutions, by level of education (2013)
%
Lower secondary education
Upper secondary education
Pre-primary education
All Tertiary education
Primary education
100
90
80
70
60
50
40
30
20
0
Latvia
Russian Federation
Estonia
Iceland
Israel
Slovenia
Italy
Hungary
Sweden
Slovak Republic
Norway
Czech Republic
Poland
Finland
Austria
Portugal
Denmark
Brazil
EU21 average
Korea
Chile
OECD average
United States
Greece
Germany
New Zealand
France
Belgium
United Kingdom
Spain
Luxembourg
Colombia
Switzerland
Indonesia
Mexico
Turkey
China
Netherlands
Japan
Canada
Ireland
10
Education at a Glance 2015
http://www.oecd.org/education/education-at-a-glance-19991487.htm
www.oecd.org/edu
[email protected]
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