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>> Education Indicators in Focus - No. 76 How are young graduates settling into the labour market? Blog Entering a labour market in turmoil: How can interpersonal skills help?

The transition from tertiary education to work involves substantial uncertainty and changes between education programmes, jobs and industries. The current major disruption in the labour market is only going to increase this uncertainty, making it essential for graduates to be prepared for it. Graduates with more dynamic career trajectories are more likely to include interpersonal skills in their professional profiles. This confirms the need for higher education institutions to pursue their efforts to develop a comprehensive skill set for their graduates, including technical skills and also interpersonal skills.

Education Indicators in Focus (EDIF) is a recurring series of briefs that highlight specific indicators in OECD’s Education at a Glance that are of particular interest to policy makers and practitioners.

They provide a detailed look into current issues in pre-primary, primary and secondary education, higher education, and adult outcomes from a global perspective, and contain an engaging mix of text, tables and charts that describe the international context of the most pressing questions in education policy and practice.

You can either access:

• The list of EDIFs, by theme (below, in English)

• The list of EDIFs released, by date of issue (in English and other languages)

 

Education Indicators in Focus, by theme

Chapter A: The output of educational institutions and the impact of learning
Education attainment (level of education of the population)
EDIF 31	How is the global talent pool changing (2013, 2030)?	Blog
EDIF 5	How is the global talent pool changing?	Blog
EDIF 28	Are young people attaining higher levels of education than their parents?	Blog
EDIF 43	Subnational variations in educational attainment and labour market outcomes	Blog
EDIF 48	A snapshot of 50 years of trends in expanding education	Blog
EDIF 50	Educational attainment and investment in education in Ibero-American countries	Blog
EDIF 61	How is the tertiary-educated population evolving?	Blog
EDIF 73	What are the choices facing first-time entrants to tertiary education?	Blog
Graduates (students who just graduate)
EDIF 37	Who are the bachelor's and master's graduates?	Blog
EDIF 23	At what age do university students earn their first degree?	Blog
EDIF 25	Who are the doctorate holders and where do their qualifications lead them?	Blog
Economic and social outcomes (incentives to invest in education, performance)
EDIF 6	What are the returns on higher education for individuals and countries?	Blog
EDIF 10	What are the social benefits of education?	Blog
EDIF 11	How do early childhood education and care (ECEC) policies, systems and quality vary across OECD countries?	Blog
EDIF 46	What influences spending on Education?	Blog
EDIF 47	How are health and life satisfaction related to education?	Blog
EDIF 62	How does the earnings advantage of tertiary-educated workers evolve across generations?	Blog
EDIF 69	How does socio-economic status influence entry into tertiary education?	Blog
EDIF 75	What role might the social outcomes of education play during the COVID-19 lockdown?	Blog
Labour market perspective (employment/unemployment; earnings, qualified labour force)
EDIF 1	How has the global economic crisis affect people with different levels of education?	Blog
EDIF 7	How well are countries educating young people to the level needed for a job and a living wage?	Blog
EDIF 16	How can countries best produce a highly-qualified young labour force?	Blog
EDIF 17	Does upper secondary vocational education and training improve the prospects of young adults?	Blog
EDIF 27	What are the earnings advantages from education?	Blog
EDIF 34	What are the advantages today of having an upper secondary qualification?	Blog
EDIF 44	Attainment and labour market outcomes among young tertiary graduates	Blog
EDIF 45	Fields of education, gender and the labour market	Blog
EDIF 54	Transition from school to work: How hard is it across different age groups?	Blog
EDIF 57	Is labour market demand keeping pace with the rising educational attainment of the population?	Blog
EDIF 65	How do the educational attainment and labour market outcomes of foreign-born adults compare to their native-born peers?	Blog
EDIF 68	What characterises upper secondary vocational education and training?	Blog
EDIF 71	How do young people’s educational attainment and labour-market outcomes differ across regions?	Blog
Equity issues (gender balance, income inequality)
EDIF 35	How do differences in social and cultural background influence access to higher education and the completion of studies?	Blog
EDIF 32	Are education and skills being distributed more inclusively?	Blog
EDIF 30	Education and employment - What are the gender differences?	Blog
EDIF 3	How are girls doing in school – and women doing in employment – around the world?	Blog
EDIF 4	How pronounced is income inequality around the world – and how can education help reduce it?	Blog
EDIF 49	Gender imbalances in the teaching	Blog
EDIF 55	What are the gender differences and the labour market outcomes across the different fields of study?	Blog
EDIF 59	How does access to early childhood education services affect the participation of women in the labour market?	Blog
EDIF 60	How is depression related to education?	Blog
EDIF 70	How can the comparability of early childhood education and care statistics be improved?	Blog
EDIF 74	How have women’s participation and fields of study choice in higher education evolved over time?	Blog
Other (innovation)
EDIF 24	How innovative is the education sector?	Blog

Chapter B: Financial and human resources invested in education
Public/private funding (share of private/public funding; trend in funding)
EDIF 18	What is the impact of the economic crisis on public education spending?	Blog
EDIF 8	Is increasing private expenditure, especially in tertiary education, associated with less public funding and less equitable access?	Blog
EDIF 41	How much do tertiary students pay and what public support do they receive?	Blog
EDIF 46	What influences spending on Education?	Blog
EDIF 52	Who bears the cost of early childhood education and how does it affect enrolment?	Blog
EDIF 56	Who really bears the cost of education? How the burden of education expenditure shifts from the public to the private sector	Blog
EDIF 72	How has private expenditure on tertiary education evolved over time and how does it affect participation in education?	Blog
Current/capital expenditure (expenditure on teaching staff, on building...)
EDIF 12	Which factors determine the level of expenditure on teaching staff?	Blog
Tuition fees and financial support to students
EDIF 2	How are countries around the world supporting students in higher education?	Blog
EDIF 51	Tuition fee reforms and international mobility Podcast: What are the policy options in terms of foreign students’ fees, and how do they relate to current political events?	Blog

Chapter C: Access to education, participation and progression
Initial education (children in pre-primary to tertiary education)
EDIF 33	Focus on vocational education and training (VET) programmes	Blog
EDIF 15	How are university students changing?	Blog
EDIF 19	What are tertiary students choosing to study?	Blog
EDIF 42	What are the benefits from early childhood education?	Blog
EDIF 63	How do admission systems affect enrolment in public tertiary education?	Blog
Adult education (continuing education, lifelong learning)
EDIF 26	Learning Begets Learning: Adult Participation in Lifelong Education	Blog
International mobility (student studying abroad)
EDIF 14	How is international student mobility shaping up?	Blog
EDIF 39	The internationalisation of doctoral and master’s studies	Blog
		Blog
Transition from school to work (employment and education status)
EDIF 13	How difficult is it to move from school to work?	Blog

Chapter D: The learning environment and organisation of schools
Students' instruction time
EDIF 22	How much time do primary and lower secondary students spend in the classroom?	Blog
EDIF 38	How is learning time organised in primary and secondary education?	Blog
Teachers' characteristics
EDIF 20	How old are the teachers?	Blog
EDIF 40	Teachers’ ICT and problem-solving skills: Competencies and needs	Blog
Teachers' working conditions (teaching/working time, salaries, class size)
EDIF 21	How much are teachers paid and how much does it matter?	Blog
EDIF 29	How much time do teachers spend on teaching and non-teaching activities?	Blog
EDIF 9	How does class size vary around the world?	Blog
EDIF 53	How have teachers' salaries evolved and how do they compare to those of tertiary-educated workers?	Blog
EDIF 58	How do primary and secondary teachers compare?	Blog
EDIF 64	How decentralised are education systems, and what does it mean for schools?	Blog
EDIF 66	How much would it cost to reduce class size by one student?
Methodology
EDIF 36	What are the benefits of ISCED 2011 classification for indicators on education?	Blog
EDIF 67	Why does the Sustainable Development Goal on Education (SDG 4) matter for OECD countries?	Blog

 

See also our series on:

• PISA in Focus
• Teaching in Focus