Education Indicators in Focus 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.
An analysis of PISA data reveals how student performance is affected by such “intangibles” as behaviour in and outside of school, and self-confidence, and how, in turn, students’ behaviour and confidence can be influenced by parents’ and teachers’ attitudes and expectations.
Some 37% of students in the Netherlands reported that they often worry that mathematics classes will be difficult for them. In Argentina, 80% of students reported the same worry.
Greater anxiety towards mathematics is associated with lower scores in mathematics, both between and within countries. The better a student’s schoolmates perform in mathematics, the greater the student’s anxiety towards mathematics.
English, PDF, 4,176kb
The United Arab Emirates is identified by PISA (Programme for International Student Assessment) as one of the most rapidly improving education systems in the world. However its students still perform well below the levels expected in advanced economies.
English, PDF, 2,177kb
Monthly brief that highlights specific subjects in OECD’s Education at a Glance. They provide a detailed look into current issues from a global perspective. Each four-page issue contains an engaging mix of text, tables and charts that describe the international context of the most pressing questions in education policy and practice.
Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. This report on Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how theyshould be linked to academic and university programmes and how employers and unions can be engaged. The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
Entre 2000 et 2012, le pourcentage de jeunes adultes (25-34 ans) diplômés de l’enseignement tertiaire a augmenté de plus de 3 % par an, en moyenne, dans les pays de l’OCDE. En moyenne, dans les 24 entités nationales et infranationales ayant pris part à l’Évaluation des compétences des adultes de l’OCDE, 39 % des adultes ont atteint un niveau de formation supérieur à celui de leurs parents.
Over the past decades, education systems have expanded enormously. They provide opportunities for many more students than before to access and succeed in secondary and tertiary education.
Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD Survey of Adult Skills, 39% of adults have achieved a higher level of education than their parents.