In modern societies, most professionals become knowledge workers. Their professional practice is increasingly fuelled and inspired by various forms of knowledge. A good example is the medical profession, where the continuously growing body of scientific knowledge finds its way into professional practices.
Inequality has been growing in most OECD countries since the 1980s and is currently at its highest level in 30 years. Forecasts for 2060 suggest that gross earnings inequality could continue to rise dramatically across the OECD if current trends persist.
Most people see social inequities in education as stubbornly persistent.
Countries have seen a major increase in the educational attainment level of their populations. In 1965, only 43% of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. Fifty years later, upper secondary education had almost doubled with attainment levels reaching 84% in 2015.
Modern education systems, which are open to the middle classes and the poor, not just the elites, were established during the first industrial revolution in the 18th and 19th centuries.
As governments around the world seek to tackle stubbornly high levels of youth unemployment, new attention has been focused on the relationship between education and employment.
The DAC defines aid to education as including education policy and administrative management, education facilities and training, teacher training and educational research, basic education, secondary education and post-secondary education.
Traditional economics measure the benefits of education and skills in its economic gains in employment or earnings.
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Early Childhood Education and Care Data Country Note - Finland
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Early Childhood Education and Care Data Country Note - Chile