By Date


  • 9-September-2014

    Spanish, PDF, 1,060kb

    Panorama de la educación 2014: México

    En 2012, los estudiantes mexicanos de 15 años obtuvieron 413 puntos en promedio, en la evaluación de matemáticas de la prueba PISA – un aumento de 28 puntos desde PISA 2003, de los más importantes entre los países de la OCDE.

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  • 9-September-2014

    English, PDF, 494kb

    Education at a Glance 2014: Switzerland

    The large majority of the Swiss population has attained at least upper secondary education: 86% of 25-64 year-olds and 89% of 25-34 year-olds

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  • 9-September-2014

    English, PDF, 1,107kb

    Education at a Glance 2014: United Kingdom

    More people in the United Kingdom pursue a university-level education than end their education at upper secondary school.

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  • 9-September-2014

    English, PDF, 751kb

    Education at a Glance 2014: Brazil

    Public investment in education has sharply increased since 2000 and is now one of the highest among OECD and partner countries. In 2011, the Brazilian government spent 19% of its total expenditure on education, which is well above the OECD average of 13%, and is the fourth highest among all OECD and partner countries with available data.

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  • 9-September-2014

    English, PDF, 562kb

    Education at a Glance 2014: Hungary

    Educational attainment matters greatly in Hungary’s labour market: people with tertiary education have much higher employment rates and earn more than twice as much than those without.

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  • 9-September-2014

    English

    Education at a Glance 2014 - Highlights

    Education at a Glance 2014: Highlights summarises the OECD’s flagship compendium of education statistics, Education at a Glance. It provides easily accessible data on key topics in education today, including:
    • Education levels and student numbers: How far have adults studied, and how does early childhood education affect student performance later on?
    • Higher education and work: How many young people graduate from tertiary education, and how easily do they enter the world of work?
    • Economic and social benefits of education: How does education affect people’s job prospects, and what is its impact on incomes?
    • Paying for education: What share of public spending goes on education, and what is the role of private spending?
    • The school environment: How many hours do teachers work, and how does class size vary?

    Each indicator is presented on a two-page spread. The left-hand page explains the significance of the indicator, discusses the main findings, examines key trends and provides readers with a roadmap for finding out more in the OECD education databases and in other OECD education publications. The right-hand page contains clearly presented charts and tables, accompanied by dynamic hyperlinks (StatLinks) that direct readers to the corresponding data in Excel™ format.

  • 9-September-2014

    English, PDF, 1,487kb

    Education at a Glance 2014: France (English)

    The level of educational attainment in France has risen considerably in the past 40 years. This increase has been even more pronounced with regard to higher education.

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  • 9-September-2014

    English, PDF, 1,171kb

    Education at a Glance 2014: Spain (English)

    In 2012, 45% of the country’s 25-64 year-olds had below upper secondary education (i.e. had attained at most Educación Secundaria Obligatoria) as their highest level of attainment

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  • 9-September-2014

    English, PDF, 563kb

    Education at a Glance 2014: Finland

    Finnish teachers are better paid than their peers and enjoy a lighter teaching workload than average. Finland is one of the OECD countries in which teachers enjoy comparatively better working conditions, especially women teaching in upper secondary schools.

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  • 9-September-2014

    English, PDF, 1,174kb

    Education at a Glance 2014: Germany (English)

    Most people in Germany attain upper secondary education. Germany has one of the highest levels of upper secondary attainment: 86% of the country’s 25-64 year-olds have obtained at least an upper secondary qualification

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