It can be difficult to get your head around education finance. Who actually pays for it, where does the money come from, and how is it spent are all crucial questions to ask if you want to understand how the money flows in education.
Taken as a whole, the OECD’s Programme for International Student Assessment (PISA) and Survey of Adult Skills (PIAAC) present a mixed picture for Korea and Singapore. As their economies have grown, these two countries’ education systems have seen fast and impressive improvements; both now rank among PISA’s top performers.
Higher education is one of the most globally integrated systems of the modern world. There still are important barriers to the international recognition of degrees or the transfer of credits, but some of the basic features of higher education enjoy global convergence and collaboration.
Skills have become the currency of 21st century economies and, despite the significant increase the UK has seen in university graduation over the last decade, the earnings of workers with a Master’s degree remain over 80% higher than those of workers with just five good GCSEs or an equivalent vocational qualification.
Although girls and boys perform similarly in the PISA science assessment at age 15, girls are less likely than boys to envision a career in science and engineering, even in countries where they outperform them.
Gender biases can be persistent. Too persistent. A simple exercise to illustrate the point: Picture a doctor or a professor. You will most likely think of a man. Now think of nurses and teachers and you are likely to imagine a woman. This unconscious gender bias is rooted in years of associating male and female attributes to specific roles in society. Inevitably, it also influences students’ career choices.
Closing Italy’s skills gap is everyone’s business Why innovation becomes imperative in education (OECD Education Today Blog)