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>> Education Indicators in Focus - No. 51 Tuition fee reforms and international mobility >> Blog: Who benefits when international students pay higher tuition fees? Interview by esna.tv with Gabriele Marconi |
The number of students enrolled in tertiary education outside their country of citizenship has been steadily increasing over the last 15 years. Some countries attract foreign students on a revenue-generating or at least a cost-recovery basis, while others do not differentiate between the tuition fees paid by national and foreign students. The evidence from recent tuition-fee reforms suggests that tuition fees influence the choice of destination countries among international new entrants. However, higher tuition fees do not necessarily discourage international students, and can contribute substantially to the funding of tertiary education. |
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:
| Chapter B: Financial and human resources invested in education |
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| 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 |
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Current/capital expenditure (expenditure on teaching staff, on building...) |
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| 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? |
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| EDIF 51 | Tuition fee reforms and international mobility | |
| Chapter C: Access to education, participation and progression |
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| 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 |
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Adult education (continuing education, lifelong learning) |
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| 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 | Blog | |
| Transition from school to work (employment and education status) | ||
| EDIF 13 | How difficult is it to move from school to work? |
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| Chapter D: The learning environment and organisaiton of schools |
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| 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 |
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Teachers' characteristics |
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| 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 |
| Methodology | ||
| EDIF 36 | What are the benefits of ISCED 2011 classification for indicators on education? | Blog |
See also our series on:
To contain the cost of education, should countries only consider teachers’ salaries?
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