The focus of this year's edition of Education at a Glance is on the quality of learning outcomes and the policy levers that shape these outcomes. This includes a comparative picture of student performance in reading, mathematical and scientific literacy as well as of students' civic engagement and attitudes.
Education at a Glance 2002 - Summary of Chapters
A growing proportion of the indicators now looks beyond aggregate country performance and incorporates variations within countries that allow an examination of issues of equity in the provision and outcomes of education on dimensions such as gender, age, socio-economic background, type of institution, or field of education.
Education at a Glance 2002 - Chapter A
Chapter A begins by examining graduation rates in upper secondary and tertiary levels of education. These indicators speak both to the institutional and the system-level output of education systems. To gauge progress in educational output, current graduation rates are compared to the educational attainment of older persons who left the education system at different points in time.
Education at a Glance 2002 - Chapter B
Chapter B provides a comparative examination of spending patterns in OECD countries. By giving more emphasis to trends in spending patterns, Education at a Glance 2002 analyses how different demand and supply factors interact and how spending on education, compared to spending on other social priorities, has changed.
Education at a Glance 2002 - Chapter C
Chapter C sketches a comparative picture of access, participation and progression in education across OECD countries. Education is seen as a mechanism for instilling civic values, and as a means for developing individuals' productive and social capacity. Early childhood programmes prepare young children socially and academically for primary education. Primary and secondary education provides basic skills that serve as a foundation for young people to become productive members of society. Tertiary education provides opportunities for acquiring advanced knowledge and skills, either immediately after initial schooling or later.
Education at a Glance 2002 - Chapter D
Chapter D looks at teaching and learning conditions in education systems. Learning in schools is mostly organised in classroom settings where teachers are the primary agents for planning, pacing and monitoring learning. In the first five indicators, school conditions are analysed from the learners' point of view, while the last two indicators present system-level information on the working conditions of the teaching force.