The state of education around the world: Findings from Education at a Glance 2021
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On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions. The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education. In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings. Read the report and watch the presentation -- https://oe.cd/EAG
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The state of education around the world: Findings from Education at a Glance 2021
- 1. OECD Indicators 2021 Education at a Glance
- 2. Children normally spend at least 800 hours per year in the classroom on average Annual compulsory instruction time in general education (2021) In hours, in primary and lower secondary education, in public institutions Table D1.1. 0 200 400 600 800 1 000 1 200 1 400 Poland Russian Federation Latvia Lithuania Korea Finland Estonia Slovak Republic Hungary Slovenia Czech Republic Austria Sweden Turkey Germany Iceland Greece Norway EU22 average Japan Spain Brazil Mexico Switzerland OECD average Belgium (Fl) Belgium (Fr) France Italy Portugal Ireland Canada Luxembourg Israel Netherlands United States Australia Colombia Denmark Chile Costa Rica Average compulsory instruction hours per year Primary Lower secondary
- 3. The higher the education level, the longer schools were closed Number of instruction days (excluding school holidays, public holidays and weekends) where schools were fully closed in 2020 and 2021 (until May 20) COVID Fig 2 0 25 50 75 100 125 150 175 200 225 250 275 300 Mexico Poland Costa Rica Hungary Czech Republic Colombia Turkey Latvia Lithuania Slovenia Israel Austria OECD average Chile Estonia Portugal England (UK) Denmark Germany Sweden Ireland Switzerland Korea Finland France Belgium Spain Netherlands Norway Luxembourg New Zealand Upper secondary general education Pre-primary education Primary education Lower secondary education # days
- 4. Schools were closed for longer periods of time in countries with lower education performance PISA 2018 performance in reading and number of instructional days upper secondary schools were fully closed in 2020 and in 2021 COVID database The size of the bubbles represent the number of COVID-19 cases per million inhabitant from the start of the pandemic to Mai 20 2021. Higher is the size of the circle, higher was the number of COVID-19 cases in 2020 and 2021.
- 5. Schools were closed for longer periods of time in countries with lower education performance PISA 2018 performance in reading and number of instructional days upper secondary schools were fully closed in 2020 and in 2021 COVID database The size of the bubbles represent the number of COVID-19 cases per million inhabitant from the start of the pandemic to Mai 20 2021. Higher is the size of the circle, higher was the number of COVID-19 cases in 2020 and 2021.
- 6. Students from lower socio-economic backgrounds are at a higher risk of disengaging from remote learning
- 7. In some countries, more than 5% of students repeat a grade Share of repeaters in lower and upper secondary education (2019) Figure B1.2. 0 1 2 3 4 5 6 7 8 9 10 Spain Belgium Portugal Greece Chile Austria Colombia Saudi Arabia Germany Indonesia EU22 average Costa Rica Estonia Italy Slovak Republic OECD average United States Hungary Poland Luxembourg Latvia France Switzerland Israel Denmark Mexico Slovenia Turkey Czech Republic Lithuania Finland Russian Federation Ireland Korea % Lower secondary Upper secondary
- 8. Parents’ education tends to influence students’ own educational pathway Share of entrants to upper secondary education, by programme orientation and parents’ educational attainment (2018) Figure B3.4. 55 48 15 73 41 49 13 54 34 46 38 65 33 21 4 55 27 60 28 58 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% All General Vocational General Vocational General Vocational General Vocational General Vocational General Vocational General Vocational General Vocational General Vocational All Den- mark Estonia Finland France Iceland Israel Norway Portugal Sweden SwitzerlandUnited States Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary Unknown Parents’ educational attainment
- 9. High tuition fees can deter students from pursuing a tertiary education Average, minimum and maximum tuition fees charged by public institutions and average amount of tuition fee waivers for national students enrolled in bachelor's programmes (academic year 2019/20) Figure C5.2. 0 5 000 10 000 15 000 20 000 England (UK) United States Chile Ireland Japan Canada Australia Korea Latvia New Zealand Lithuania Israel Netherlands Italy Spain Flemish Comm. (Belgium) Austria France French Comm. (Belgium) Germany Denmark Finland Norway Sweden Turkey USD converted using PPPs Average (or most common) tuition fee Minimum tuition fee Maximum tuition fee Average (or most common) tuition fee waiver
- 10. Although international mobility can be high in some countries... Figure B6.2. Incoming student mobility in tertiary education, by level of study (2019) 0 10 20 30 40 50 60 Australia New Zealand United Kingdom Switzerland Austria Canada Czech Republic Hungary Estonia Ireland Denmark Latvia Germany Belgium Portugal France Slovak Republic Iceland Finland EU22 total Sweden Slovenia OECD total Lithuania Japan United States Saudi Arabia Norway Russian Federation Poland Spain South Africa Greece Argentina Korea Israel Italy Turkey Chile Mexico China Brazil Colombia India Indonesia % All tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent
- 11. …students from low and lower-middle income countries represent less than a third of international students in the OECD region Figure B6.1. 0 10 20 30 40 50 60 70 80 90 100 Korea Russian Federation Saudi Arabia Turkey Indonesia Japan India South Africa Australia Portugal Poland New Zealand Canada Colombia Chile France Argentina United States Brazil Italy OECD total Latvia Lithuania Finland Hungary Spain Estonia Germany EU22 total United Kingdom Ireland Israel Norway Czech Republic Slovak Republic Sweden Iceland Luxembourg Austria Switzerland Netherlands Denmark Belgium Greece % Low Lower-middle Upper-middle High Unallocated by income Distribution of incoming international students by origin countries’ income level (2019)
- 12. Poor education amplifies risks in the labour market
- 13. Across the OECD, almost one in five young adults has not attained upper secondary education Share of 25-34 year-olds with below upper secondary attainment (2020) Figure A1.2. 0 10 20 30 40 50 60 70 80 India China Mexico South Africa Costa Rica Indonesia Turkey Spain Argentina Brazil Colombia Iceland Italy Portugal Denmark Norway Sweden Chile OECD average Belgium Luxembourg New Zealand Germany United Kingdom Hungary EU22 average France Estonia Austria Latvia Netherlands Greece Australia Israel Slovak Republic Czech Republic Lithuania Finland Ireland Poland Switzerland United States Canada Russian Federation Slovenia Korea %
- 14. Youth with lower educational attainment are more likely to have lower employment prospects… Employment rate of 25-34 year-old adults by educational attainment (2020) Table A3.2. 0 10 20 30 40 50 60 70 80 90 100 Iceland Portugal Luxembourg Estonia Indonesia New Zealand Switzerland Netherlands United Kingdom Mexico Latvia Colombia Norway Korea Germany Sweden Costa Rica Czech Republic Spain OECD average Australia Austria United States EU22 average Greece Brazil Hungary Canada Slovenia Lithuania France Israel Italy Finland Belgium Poland Ireland Slovak Republic South Africa Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary %
- 15. …and are more likely to earn below half the median Percentage of adults with below upper secondary attainment earning at or below half the median (2019) Figure A4.3. 0 10 20 30 40 50 60 Norway Germany Ireland United States Colombia Spain Canada Slovak Republic France Greece Netherlands Mexico Austria Denmark Turkey Switzerland Finland Italy Czech Republic Hungary OECD average Lithuania Israel Estonia Chile EU22 average Sweden Korea Costa Rica New Zealand Australia Luxembourg United Kingdom Belgium Portugal Latvia Poland Slovenia %
- 16. Different from the financial crisis, American college graduates have been harder hit than poorly qualified youths Change in the unemployment rate of 25-34 year-olds by educational attainment, between 2019 and 2020 Table A3.3. - 10 - 8 - 6 - 4 - 2 0 2 4 6 8 10 Costa Rica Sweden Latvia Colombia Austria Lithuania Canada Spain Slovenia Switzerland Norway Hungary Estonia Brazil Portugal New Zealand Australia Israel Ireland OECD average Belgium EU22 average Netherlands Iceland Mexico Indonesia United Kingdom Poland Germany Finland Korea Czech Republic United States Italy France Greece Slovak Republic Percentage points Below upper secondary Tertiary Higher unemployment in 2020 than in 2019 Lower unemployment in 2020 than in 2019
- 17. It’s not just about the money
- 18. Adults with tertiary education can expect to live 5 years more than those with below upper secondary education Difference in life expectancy at age 30 between those with tertiary attainment and those with below upper secondary attainment, by gender (2017) Figure A6.1. - 2 0 2 4 6 8 10 12 14 16 Slovak Republic Poland Estonia Hungary Israel France Canada Denmark EU22 average Finland Average Slovenia Norway Belgium Netherlands Sweden Iceland Czech Republic Portugal Italy Spain Turkey Greece Total (men and women) Men Women Years Life expectancey of tertiary-educated adults is higher than for adults with below upper secondary education
- 19. They are also more likely to be in good physical shape Proportion of adults doing at least 180 minutes of physical activity per week, by educational attainment (2017) Figure A6.5. 0 10 20 30 40 50 60 70 80 90 100 Estonia Slovak Republic New Zealand Denmark Netherlands United Kingdom Sweden Slovenia Ireland Switzerland Finland Canada Luxembourg Australia Poland OECD average EU22 average Germany Spain Czech Republic Norway Lithuania United States Latvia Italy Greece France Belgium Hungary Israel Austria Portugal Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary %
- 20. Migration is also profoundly changing our communities and education systems
- 21. In the US, half of adults without upper secondary education are foreign-born Share of foreign-born adults among all 25-64 year-olds, by level of educational attainment (2020) Figure A1.5. 0 10 20 30 40 50 60 70 80 90 100 Switzerland Luxembourg Sweden United States Austria Belgium France Canada Slovenia Australia Netherlands OECD average Israel EU22 average Italy Spain New Zealand Denmark Greece Costa Rica United Kingdom Ireland Czech Republic Latvia Estonia Portugal Lithuania Hungary Chile Slovak Republic Mexico Below upper secondary Tertiary %
- 22. A tertiary degree does not always lead to a job in migrants’ host country… Employment rates of native- and foreign-born 25-64 year-olds with tertiary attainment, by age at arrival in the country (2020) Figure A3.3. 50 60 70 80 90 100 Sweden Switzerland Netherlands Slovenia Lithuania New Zealand Poland Austria Portugal Belgium Denmark Israel Latvia Australia United Kingdom EU22 average France Ireland Estonia Luxembourg Hungary OECD average Czech Republic Chile Slovak Republic United States Italy Spain Canada Costa Rica Mexico Greece Native-born adults Foreign-born: Arrived in the country by the age of 15 Foreign-born: Arrived in the country at 16 or older %
- 23. …nor to higher earnings Earnings of foreign-born workers as a percentage of earnings of native-born workers, by educational attainment (2019) Figure A4.5. 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 Chile United States Slovenia France Turkey Switzerland OECD average Luxembourg United Kingdom Israel Denmark Sweden Latvia Australia Norway Germany Costa Rica Belgium Canada Austria New Zealand Estonia Finland Italy Spain Tertiary Below upper secondary Upper secondary or post-secondary non-tertiary %
- 24. Starting strong?
- 25. Enrolment rate of 3-5 year-olds, by region Regional variation of the enrolment rate of 3-5 year-olds (2019) OECD.stat 0 10 20 30 40 50 60 70 80 90 100 Switzerland United States Greece Chile Slovak Republic United Kingdom Portugal Austria France Korea Lithuania Italy Spain Finland Czech Republic Poland Germany Belgium Hungary Sweden Slovenia Norway Denmark Ireland %
- 26. Public-to-private transfers in pre-primary education Distribution of public and private expenditure on educational institutions in pre-primary education (2018) Figure B2.3. 0 10 20 30 40 50 60 70 80 90 100 Japan United Kingdom Portugal Australia Chile Colombia Turkey United States Denmark Slovenia Italy Korea OECD average Spain Poland New Zealand Germany Slovak Republic Norway Lithuania Austria Iceland EU22 average Netherlands Greece Hungary Czech Republic Israel Finland France Sweden Latvia Belgium Luxembourg Private expenditure Public-to-private transfers Public expenditure %
- 27. The gender distribution across fields of study at tertiary level is highly unequal
- 28. Most repeaters in lower secondary schools are boys Share of boys among repeaters in lower and upper secondary education (2019) Figure B1.2. 0 10 20 30 40 50 60 70 80 Israel Lithuania Turkey Mexico Poland Italy Indonesia Latvia Slovenia Greece Hungary Korea OECD average Germany France Costa Rica EU22 average Portugal Czech Republic Spain Belgium Estonia Colombia Austria Chile Switzerland Finland Luxembourg United States Slovak Republic Denmark Russian Federation Ireland Saudi Arabia % Lower secondary Upper secondary
- 29. Boys are more likely to pursue vocational rather than general programmes at upper secondary level Share of men among upper secondary graduates, by programme orientation (2019) Figure B3.1bis 30 35 40 45 50 55 60 65 70 Hungary Iceland Estonia Lithuania Greece Poland Italy Germany Norway Sweden Korea Denmark Japan Russian Federation Latvia EU22 average Slovenia Czech Republic Switzerland Slovak Republic OECD average Austria France Belgium Chile Turkey Australia Luxembourg Portugal Canada Spain Netherlands Israel Mexico Costa Rica United Kingdom Finland Colombia Brazil New Zealand Ireland United States Vocational General
- 30. And less likely to graduate from tertiary education before the age of 30 First-time tertiary graduation rates for national students below the age of 30 by gender (2019) Figure B5.1. 0 10 20 30 40 50 60 70 Spain Turkey Denmark Lithuania United Kingdom Norway Portugal Chile Netherlands Slovenia Germany Switzerland Finland OECD average Austria EU22 average Australia New Zealand Greece Italy Latvia Iceland Sweden Estonia Slovak Republic Czech Republic Hungary % Men Women
- 31. Women are less likely to enter a science, technology, engineering, or mathematics (STEM) field of study… Share of female new entrants into tertiary education, by field of education (2019) Figure B4.1. 0 10 20 30 40 50 60 70 80 90 100 Education Health and welfare Social sciences, journalism and information Arts and humanities Business, administration and law Agriculture, forestry, fisheries and veterinary Natural sciences, mathematics and statistics Services Engineering, manufacturing and construction Information and communication technologies % OECD average 20th percentile 80th percentile Highest Lowest
- 32. …but women are much more likely to become teachers Percentage of women among teaching staff in public and private institutions (2019) Figure D5.1. 0 10 20 30 40 50 60 70 80 90 100 Russian Federation Lithuania Latvia Finland New Zealand United States Canada Estonia Belgium Israel Norway Slovak Republic Netherlands United Kingdom Poland Brazil Ireland Sweden Portugal France Turkey EU22 average Spain OECD average Costa Rica Denmark Austria Slovenia India Saudi Arabia Hungary Germany Colombia Czech Republic Italy Greece Switzerland Korea Luxembourg Japan Tertiary Secondary Primary Pre-primary %
- 33. The relative earnings of male teachers to similarly educated peers are much lower than those of women Relative salaries of lower secondary teachers (2020) Ratio of actual salaries to the earnings of full-time, full-year workers with tertiary education 0.0 0.3 0.5 0.8 1.0 1.3 1.5 1.8 2.0 Costa Rica Latvia Portugal Finland England (UK) Netherlands Australia France Slovenia OECD average EU22 average New Zealand Israel Austria Ireland Sweden Greece Denmark Belgium (Fl.) Belgium (Fr.) Chile Norway Czech Republic Italy United States Hungary Men Women Figure D3.6.
- 34. Maintaining funding for education is key to ensuring equitable student outcomes
- 35. On average, it costs about 100K USD for a 6-15 year-old to go through education on average Cumulative expenditure on educational institutions per full-time equivalent student between the age of 6 and 15 (2018), in USD converted using PPP Figure C1.1. 0 50 000 100 000 150 000 200 000 250 000 Luxembourg Norway Austria Iceland United States Korea Sweden Belgium United Kingdom Australia Denmark Finland Netherlands Germany Canada Italy France EU22 average OECD average Slovenia New Zealand Japan Portugal Ireland Spain Czech Republic Estonia Poland Greece Slovak Republic Israel Latvia Lithuania Chile Hungary Turkey Colombia Mexico Pre-primary education Primary education Lower secondary education Upper secondary education USD
- 36. Spending per student at tertiary level is about 60% higher than at lower levels of education Total expenditure on tertiary educational institutions per full-time equivalent student, by type of service (2018), In USD converted using PPPs Figure C1.3.b. 0 5 000 10 000 15 000 20 000 25 000 30 000 35 000 40 000 45 000 50 000 Luxembourg United States United Kingdom Sweden Norway Canada Netherlands Australia Belgium Austria Denmark Germany Japan Finland New Zealand Estonia France Ireland OECD average EU22 average Czech Republic Iceland Slovenia Spain Hungary Israel Italy Slovak Republic Portugal Korea Poland Latvia Turkey Lithuania Russian Federation Chile Mexico Greece Colombia Core services Ancillary services R&D Total USD
- 37. Public expenditure on education has increased between 2012 and 2018 in most OECD countries Change in total public expenditure on education between 2012 and 2018 Figure C4.2. - 40 - 20 0 20 40 60 Costa Rica Turkey Colombia Chile Estonia Israel Latvia Slovak Republic Poland Iceland Luxembourg Hungary Lithuania Switzerland Sweden Canada OECD average Mexico Germany Czech Republic United States Argentina EU22 average France Austria Slovenia Finland Japan United Kingdom Belgium Netherlands Russian Federation Italy Portugal Brazil Spain Greece Primary, secondary and post-secondary non-tertiary Tertiary %
- 38. In effective education systems, how funds are spent is as important as how much is being spent
- 39. Equity criteria in funding formulas help ensure resources are directed to where they are the most needed Share of total funding allocated by central and state governments to primary and lower secondary educational institutions by equity criteria (2019) Figure D6.4. 0 5 10 15 20 25 The number or proportion of low-income students The number or proportion of students with disabilities The number or proportion of students with an immigrant background Schools (or most local level of governance) serving poor or disadvantaged communities Schools (or most local level of governance) that are in remote or high cost locations/regions Schools (or most local level of governance) with special subject offerings (i.e. minority language) The number or proportion of low-income people in the state/region/province/municipality The number or proportion of people with an immigrant background in the state/region/province/municipality States/regions/provinces/municipalities in remote and/or rural locations The number or proportion of people who belong to minority communities in the state/region/province/municipality The number or proportion of people who belong to disadvantaged communities in the state/region/province/municipality Student characteristics School characteristics Population characteristics Number of countries Large Medium Small Unknown Not used HUN POL BRA&HUN AUS&BRA HUN&IRL&POL&USA AUS&CHL&ENG&HUN&IRL&USA AUS&AUT&BRA&CHL&ISR&POL&USA AUT&BFR&NLD&USA BFR&HUN&LVA LVA IRL COL
- 40. Yet in many countries, teacher salaries are low… Lower secondary teachers' actual salaries relative to earnings for tertiary-educated workers (2020) - 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 Costa Rica Latvia Portugal Lithuania Germany Finland Estonia England (UK) Israel OECD average EU22 average Australia Ireland Slovenia Netherlands France New Zealand Austria Denmark Sweden Belgium (Fl.) Greece Chile Norway Belgium (Fr.) Czech Republic Slovak Republic Italy United States Hungary Figure D3.1.
- 41. …and the earnings progression is flat Lower secondary teachers’ average actual salaries compared to the statutory starting and top of the scale salaries (2020) Annual salaries of teachers in public institutions, in equivalent USD converted using PPPs Figure D3.2. 0 20 000 40 000 60 000 80 000 100 000 120 000 140 000 Luxembourg Germany Switzerland Denmark Spain Netherlands Australia Austria Norway United States Sweden Scotland (UK) Belgium (Fl.) Finland Iceland Belgium (Fr.) Canada Ireland EU22 average OECD average Italy France Portugal New Zealand Korea England (UK) Slovenia Turkey Japan Lithuania Mexico Czech Republic Chile Estonia Israel Colombia Greece Poland Slovak Republic Latvia Hungary Costa Rica Brazil Starting salary/minimum qualifications Salary at top of scale/maximum qualifications USD
- 42. -3 500 -2 500 -1 500 - 500 500 1 500 2 500 3 500 Germany Denmark Switzerland Norway Belgium (Fl) Austria Belgium (Fr) Canada Australia Slovenia Ireland Iceland Netherlands Spain Portugal Italy Finland Greece Japan Poland Costa Rica Chile Israel Lithuania Hungary France Estonia Turkey Colombia Czech Rep. Mexico Latvia Slovak Rep. Contribution of teachers' salary Contribution of instruction time Contribution of teaching time Contribution of theoretical class size Difference of salary cost of teachers per student from OECD average Various factors contribute to the total salary cost of teachers per student Contribution of various factors to salary cost of teachers per student in public institutions, primary education (2019) Figure C7.2. High salary cost Moderately high salary cost Moderately low salary cost Low salary cost USD
- 43. Find out more about our work at www.oecd.org/edu – All publications – The complete micro-level database Thank you
Notes de l'éditeur
- It might be interseting to contrast this with the share of adults without upper secondary education in the US (8%) to give this context.