English, PDF, 1,739kb
This review is one of a series of country reports on postsecondary vocational education and training (VET) in OECD countries, prepared as part of an OECD study. The series includes reviews, (such as this one) involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis.
While enrolment in tertiary education has increased dramatically over the past decades, many university-aged students do not enrol, nor do they expect to earn a university degree. While it is important to promote high expectations for further education, it is equally important to ensure that students’ expectations are well-aligned with their actual abilities. Grade Expectations: How Marks and Education Policies Shape Students' Ambitions reveals some of the factors that influence students’ thinking about further education. The report also suggests what teachers and education policy makers can do to ensure that more students have the skills, as well as the motivation, to succeed in higher education.
In 2009, students in 21 PISA-participating countries and economies were asked about their expected educational attainment. An analysis of PISA data finds that students who expect to earn a university degree show significantly better performance in math and reading when compared to students who do not expect to earn such a university degree. However, performance is only one of the factors that determine expectations. On average across most countries and economies, girls and socio-economically advantaged students tend to hold more ambitious expectations than boys and disadvantaged students who perform just as well; and students with higher school marks are more likely to expect to earn a university degree – regardless of what those marks really measure.
What does the OECD have to say about the state of education today? What are the main OECD messages on early childhood education, teacher policies and tertiary education? What about student performance, educational spending and equity in education? OECD work on these important education topics and others have been brought together in a single accessible source updating the first edition of Education Today which came out in March 2009.
OECD Education Newsletter - Bringing you the highlights from the OECD Directorate for Education and Skills(December 2012)
When we think of innovation in education these days, we immediately think of technology: getting more computers into more classrooms, offering online courses to students in higher education. - See more at: http://oecdeducationtoday.blogspot.fr/2012/12/oecd-education-today-and-tomorrow.html#sthash.dv2MKgEf.dpuf
French, PDF, 2,608kb
Dans les pays de l’OCDE, la taille moyenne des classes dans le premier cycle de l’enseignement secondaire s’établit à 23 élèves. On constate cependant des différences significatives entre les pays, les classes comptant plus de 32 élèves en Corée et au Japon, contre 19 ou moins en Estonie, en Islande, au Luxembourg, au Royaume-Uni et en Slovénie.
Spanish, PDF, 4,903kb
Education Indicators in Spanish - EDIF 8 El aumento del gasto privado en la educación, especialmente en la superior, ¿está relacionado con una menor financiación pública y un acceso menos equitativo?? Tooltip
English, PDF, 922kb
Chile has developed rapidly in the past two decades – it has become a strong economy, and a member of the OECD. Despite the global recession, the devastating earthquake and the tsunami, Chile is still one of the most successful economies in Latin America. The total GDP, as well as the GDP per capita, have been increasing; while income inequality and the percentage of poverty among the population have decreased.
English, PDF, 927kb
Israel has many different programmes in postsecondary vocational education and training, including practical engineering and technician programmes and vocational courses which are the main focus of this commentary.
English, PDF, 1,902kb
This report was prepared by the Secretariat of Public Education (Mexico) as an input to the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. The document was prepared in response to guidelines the OECD provided to all countries.