education at a glance 2020: implications for the u.s.€¦ · oecd indicators 2020 education at a...
TRANSCRIPT
EDUCATION AT A GLANCE 2020: IMPLICATIONS FOR THE U.S.
September 8, 2020
#OECDEAG
OECD Indicators 2020Education at a Glance
United StatesAndreas Schleicher
The long shadows of school closures
By the end of June, schools across the OECD had experienced some form of closure lasting an average of 14 weeks Figure D1.4
Number of countries with school closures due to COVID19
10505
10152025303540
Num
ber o
f cou
ntrie
s
Nationwide Localised
OECD countries
Non-OECD countries
By the end of June, the duration of school closure hadvaried from 7 weeks in Iceland to 19 weeks in China
Number of weeks of school closure by country between 17 February and 30 June 2020
Includes educational institutions from early childhood education to tertiary education. School closures can be nationwide or localised for some levels of education only and/or for some subnational entities. Scheduled school breaks and public holidays are not deducted from the number of weeks of school closure.
02468
101214161820
Icel
and
New
Zea
land
Esto
nia
Nor
way
Aust
riaIs
rael
Den
mar
kAu
stra
liaSw
itzer
land
Swed
enFr
ance
Japa
nSl
oven
iaKo
rea
OEC
D a
vera
geM
exic
oEU
23 a
vera
geFi
nlan
dSo
uth
Afric
aC
osta
Ric
aAr
gent
ina
Chi
leC
olom
bia
Indo
nesi
aLi
thua
nia
Luxe
mbo
urg
Net
herla
nds
Pola
ndTu
rkey
Belg
ium
Can
ada
Latv
iaBr
azil
Irela
ndC
zech
Rep
ublic
Spai
nH
unga
ryR
ussi
an F
eder
atio
nSl
ovak
Rep
ublic
Saud
i Ara
bia
Gre
ece
Portu
gal
Indi
aG
erm
any
Uni
ted
King
dom
Uni
ted
Stat
esIta
lyNum
ber o
f wee
ks o
f sch
ool c
losu
re
Lost individual income due to Corona-induced learning loss
Present value of lost GDP due to Corona-induced learning loss (average 1/3 school year lost)
-Bn $16,000
-Bn $14,000
-Bn $12,000
-Bn $10,000
-Bn $8,000
-Bn $6,000
-Bn $4,000
-Bn $2,000
Bn $0
Source:HanushekandWoessmann(OECD,2020)
Students’ and teachers’ ICT skills were critical to maintain educational continuity as schools shifted to online learning.
Before the pandemic, just over half of teachers let their students frequently or always use ICT for projects or class work
TALISTable I.2.1
Percentage of lower secondary teachers who “frequently” or “always” let students use ICT for projects or class work
0
10
20
30
40
50
60
70
80
90
100
Den
mar
kN
ew Z
eala
ndAus
tral
iaColo
mbi
aRus
sia
Mex
ico
Turk
eyAlb
erta
(Can
ada)
Chi
leSw
eden
Lith
uani
aU
nite
d S
tate
sPo
rtug
alRom
ania
Icel
and
OEC
D a
vera
ge-3
1Is
rael
Spai
nN
ethe
rlan
ds
Finl
and
Saud
i Ara
bia
Latv
iaH
ungar
ySl
ova
k Rep
ublic
Ital
yEU
tota
l-23
Esto
nia
Braz
ilEn
gla
nd (U
K)So
uth
Afric
a-
Flem
ish
Com
m. …
Slove
nia
Fran
ceCze
ch R
epub
licAus
tria
Kore
aBe
lgiu
mSh
angha
i (Chi
na)
Japan
%
Teachers themselves do not rely heavily on distance learning for their own professional development Figure A7.6
.
Percentage of lower secondary teachers who participated in selected types of professional development (2018)
0102030405060708090
100
Lith
uani
aLa
tvia
Slov
enia
Aust
ralia
Aust
riaEs
toni
aN
ethe
rland
sBe
lgiu
m F
l.Al
berta
(Can
ada)
New
Zea
land
Turk
eyR
ussi
an F
eder
atio
nIc
elan
dC
zech
Rep
ublic
Isra
elU
nite
d St
ates
Italy
OEC
D a
vera
geKo
rea
Chi
nese
Taip
eiEn
glan
d (U
K)Sh
angh
ai (C
hina
)Sw
eden
Nor
way
Den
mar
kSa
udi A
rabi
aSp
ain
Sout
h Af
rica
Finl
and
Portu
gal
CAB
A (A
rgen
tina)
²Br
azil
Belg
ium
Slov
ak R
epub
licH
unga
ryC
olom
bia
Chi
leM
exic
oFr
ance
Japa
nFr
ench
Com
m. …
%
Courses/seminars attended in person Peer and/or self-observation and coaching as part of a formal school arrangementOnline courses/seminarsFormal qualification programme¹
The pandemic may place significant strains on education funding
Private expenditure is at risk, particularly in countries that rely heavily on household expenditure Figure C3.2.b
Distribution of public and private expenditure on tertiary educational institutions (2017)
0102030405060708090
100
Col
ombi
aD
enm
ark
Finl
and
Luxe
mbo
urg
Nor
way
Icel
and
Aust
riaSw
eden
Slov
enia
Belg
ium
Gre
ece
Esto
nia
Ger
man
yPo
land
Turk
eyFr
ance
EU a
vera
geC
zech
Rep
ublic
OEC
D a
vera
geIre
land
Slov
ak R
epub
licN
ethe
rland
sLi
thua
nia
Mex
ico
Spai
nH
unga
ryR
ussi
an F
eder
atio
nLa
tvia
Portu
gal
Italy
Isra
elC
anad
aN
ew Z
eala
ndKo
rea
Aust
ralia
Chi
leU
nite
d St
ates
Japa
nU
nite
d Ki
ngdo
m
All private sources Expenditure from other private entities Household expenditure Public expenditure%
On average, each USD invested in tertiary education generates a public benefit of USD 3 for a man and USD 2 for a woman Figure A5.5
.
Financial benefits for each equivalent USD invested in tertiary education for men and women (2017)
0123456789
10
Irela
ndIs
rael
Italy
Uni
ted
Stat
esAu
stra
liaPo
rtuga
lH
unga
ryU
nite
d Ki
ngdo
mG
erm
any
Belg
ium
Fran
ceSl
oven
iaC
hile
Aust
riaTu
rkey
EU A
vera
geO
ECD
Ave
rage
Luxe
mbo
urg
New
Zea
land
Pola
ndKo
rea
Spai
nFi
nlan
dC
zech
Rep
ublic
Can
ada
Slov
ak R
epub
licLa
tvia
Den
mar
kN
orw
aySw
itzer
land
Swed
en
In equivalent USDconverted using PPPs
Man Woman
The crisis has impacted the internationalization of tertiary education.
In 2018, 5.6 million tertiary students worldwide had crossed a border to study, more than twice the number in 2005 Figure B6.1
Growth in international or foreign enrolment in tertiary education worldwide (1998 to 2018)
0.00.51.01.52.02.53.03.54.04.55.05.56.0
1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018
Millions of students OECD Non-OECD
Total, 5.6
Non-OECD, 1.7
OECD, 3.9
Countries with a large share of international students may see a greater impact… Figure B6.4
Incoming student mobility in tertiary education, by level of study (2018)
0
10
20
30
40
50
Luxe
mbo
urg
Aust
ralia
New
Zea
land
Uni
ted
King
dom
Switz
erla
ndAu
stria
Can
ada
Cze
ch R
epub
licN
ethe
rland
sH
unga
ryD
enm
ark
Belg
ium
Ger
man
yIre
land
Esto
nia
Latv
iaEU
tota
lFr
ance
Finl
and
Slov
ak R
epub
licIc
elan
dPo
rtuga
lSw
eden
OEC
D to
tal
Italy
Lith
uani
aU
nite
d St
ates
Japa
nSa
udi A
rabi
aSl
oven
iaN
orw
aySo
uth
Afric
aR
ussi
an F
eder
atio
nPo
land
Spai
nG
reec
eIs
rael
Arge
ntin
aKo
rea
Turk
eyC
osta
Ric
aC
hile
Braz
ilC
olom
bia
Mex
ico
Indi
aIn
done
sia
% All tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent86
…particularly in countries where foreign students pay higher tuition fees than domestic ones Table C5.1
Annual average (or most common) tuition fees for bachelor's programmes charged by tertiary institutionsto national and foreign students (2017/18)
0
5 000
10 000
15 000
20 000
25 000
30 000
Engl
and
(UK)
**
Uni
ted
Stat
es**
Chi
le
Can
ada
Japa
n
Aust
ralia
Kore
a
New
Zea
land
Latv
ia
Irela
nd
Isra
el
Net
herla
nds
Italy
Spai
n
Portu
gal
Switz
erla
nd
Aust
ria
Belg
ium
Fl.*
Belg
ium
Fr.
Fran
ce
Ger
man
y
Den
mar
k
Finl
and*
Gre
ece
Nor
way
Slov
ak R
epub
lic
Slov
enia
Swed
en
In USD converted using PPPs
National students Foreign students
*Tuition fees may apply for students outside EU/EEA area**Reference year 2016/17
Professions with vocational qualifications have formed the backbone of
economic and social life during the lockdown.
Employment advantage of vocational skills Figure A3.2
Employment rates, by age group, educational attainment and programme orientation (2019)
0
10
20
30
40
50
60
70
80
90
100
25-34 year-olds 35-44 year-olds 45-54 year-olds 55-64 year-olds
Below upper secondaryUpper secondary or post-secondary non-tertiary (general orientation)Upper secondary or post-secondary non-tertiary (vocational orientation)Short-cycle tertiaryBachelor's, master's or doctoral or equivalent
%
Work experience while studying increases employment prospects Figure A3.3
Employment rate of 25-34 year-olds who attained vocational upper secondary or post-secondary non-tertiary education, by type of work experience while studying (2016)
40
50
60
70
80
90
100
Switz
erla
nd
Aust
ria
Nor
way
Latv
ia
Slov
enia
Hun
gary
Belg
ium
Cze
ch R
epub
lic
Ger
man
y
Slov
ak R
epub
lic
Net
herla
nds
Swed
en
Pola
nd
Esto
nia
Aver
age
Den
mar
k
Uni
ted
King
dom
Portu
gal
Spai
n
Lith
uani
a
Irela
nd
Fran
ce
Italy
Gre
ece
Finl
and
Turk
ey
Icel
and
% No work experience Apprenticeship Mandatory traineeship Work outside the curriculum
However, only one in three VET students participate in combined school- and work-based programmes on average Figure B7.6
Distribution of upper secondary vocational students by type of vocational programme (2018)
0102030405060708090
100
Cos
ta R
ica
Cze
ch R
epub
licG
reec
eIta
lyJa
pan
Kore
aLi
thua
nia
Mex
ico
Braz
ilSp
ain
Swed
en
Belg
ium
Isra
el
Esto
nia
C
hile
Slov
ak R
epub
licFi
nlan
d
Portu
gal
Pola
nd
Luxe
mbo
urg
Fran
ceAu
stra
liaSl
oven
iaO
ECD
ave
rage
EU a
vera
geAu
stria
Uni
ted
King
dom
Icel
and
Nor
way
Turk
eyG
erm
any
Switz
erla
ndN
ethe
rland
sD
enm
ark
Hun
gary
Irela
ndLa
tvia
School-based programmes Combined school- and work-based programmes%
The expansion of tertiary education is a worldwide trend.
A bachelor’s degree is the most common level of tertiary attainment across countries Figure A1.6
.
Share of 25-34 year-olds with tertiary education, by level of tertiary education (2019)
01020304050607080
Lith
uani
aSw
itzer
land
Irela
ndLu
xem
bour
g Ko
rea
Net
herla
nds
Belg
ium
Icel
and
Uni
ted
King
dom
Pola
ndD
enm
ark
Esto
nia
Aust
ralia
Finl
and
Gre
ece
New
Zea
land
R
ussi
an F
eder
atio
n U
nite
d St
ates
EU
ave
rage
O
ECD
ave
rage
Sl
ovak
Rep
ublic
Can
ada
Slov
enia
Nor
way
Swed
enPo
rtuga
lIs
rael
Latv
iaFr
ance
Ger
man
ySp
ain
Cze
ch R
epub
licC
olom
bia
Hun
gary
Italy
Arge
ntin
aAu
stria
Turk
eyC
hile
Mex
ico
Cos
ta R
ica
Braz
ilIn
dia
Indo
nesi
aC
hina
Sout
h Af
rica
Short-cycle tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent%
A bachelor’s degree is the most common level of tertiary attainment across countries Figure A1.6
.
Share of 25-34 year-olds with tertiary education, by level of tertiary education (2019)
01020304050607080
Lith
uani
aSw
itzer
land
Irela
ndLu
xem
bour
g Ko
rea
Net
herla
nds
Belg
ium
Icel
and
Uni
ted
King
dom
Pola
ndD
enm
ark
Esto
nia
Aust
ralia
Finl
and
Gre
ece
New
Zea
land
R
ussi
an F
eder
atio
n U
nite
d St
ates
EU
ave
rage
O
ECD
ave
rage
Sl
ovak
Rep
ublic
Can
ada
Slov
enia
Nor
way
Swed
enPo
rtuga
lIs
rael
Latv
iaFr
ance
Ger
man
ySp
ain
Cze
ch R
epub
licC
olom
bia
Hun
gary
Italy
Arge
ntin
aAu
stria
Turk
eyC
hile
Mex
ico
Cos
ta R
ica
Braz
ilIn
dia
Indo
nesi
aC
hina
Sout
h Af
rica
Short-cycle tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent%DistrictofColumbia76%
NewMexico32%
Higher educational attainment is associated with higher incomes Figure A4.2
Relative earnings of tertiary-educated adults compared to earnings of adults with an upper secondary education (2018)
80100120140160180200220240
Braz
ilC
hile
Col
ombi
aC
osta
Ric
aLi
thua
nia
Hun
gary
Uni
ted
Stat
esPo
rtuga
lTu
rkey
Slov
enia
Ger
man
yM
exic
oC
zech
Rep
ublic
Irela
ndSl
ovak
Rep
ublic
Pola
ndO
ECD
ave
rage
Isra
elEU
ave
rage
Spai
nAu
stria
Net
herla
nds
Fran
ceLa
tvia
Luxe
mbo
urg
Switz
erla
ndC
anad
aBe
lgiu
mG
reec
eU
nite
d Ki
ngdo
mIta
lyKo
rea
Finl
and
Esto
nia
New
Zea
land
Aust
ralia
Den
mar
kSw
eden
Nor
way
All tertiary Short-cycle tertiary Bachelor's or equivalent Master’s, Doctoral or equivalent
Beyond the economic and employment outcomes, higher educational attainment brings greater social benefits Figure A6.4
Percentage of adults who feel they have a say in what the government does, by educational attainment (2016 or 2018)
0102030405060708090
100
Nor
way
Kore
a
New
Zea
land
Swed
en¹
Uni
ted
Stat
es
Turk
ey
Icel
and¹
Aver
age
Aust
ralia
Isra
el
Chi
le
Spai
n
Slov
ak R
epub
lic
Latv
ia
Indi
a
Lith
uani
a¹
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
International Social Survey Programme (ISSP) (2016)
%
Early childhood education and care (ECEC) has experienced a surge of policy attention in
OECD countries in recent decades.
Enrolment of 3-5 year-olds in pre-primary or primary education rose from 75% in 2005 to 88% in 2018, on average Figure B2.2
Change in enrolment rates of children aged 3 to 5 years (2005, 2010 and 2018)
0102030405060708090
100
Fran
ceIre
land
Isra
elU
nite
d Ki
ngdo
mD
enm
ark
Belg
ium
Spai
nIc
elan
dN
orw
ayKo
rea
Ger
man
ySw
eden
Italy
New
Zea
land
Latv
iaH
unga
ryJa
pan
Esto
nia
Slov
enia
EU a
vera
gePo
rtuga
lAu
stria
Net
herla
nds
OEC
D a
vera
geLu
xem
bour
gC
zech
Rep
ublic
Lith
uani
aPo
land
Braz
ilAu
stra
liaR
ussi
an F
eder
atio
nM
exic
oFi
nlan
dC
hile
Slov
ak R
epub
licAr
gent
ina
Col
ombi
aIn
done
sia
Uni
ted
Stat
esC
osta
Ric
aSw
itzer
land
Turk
eySa
udi A
rabi
a
2018 2010 2005%Connecticut75%
RhodeIsland50%
A third of children under 3 are enrolled in early childhood education and care and other registered ECEC services Figure B2.1
Enrolment rates of children under the age of 3 in early childhood education and care, by age (2018)
0102030405060708090
100
Kore
a
Icel
and
Isra
el
Nor
way
Den
mar
k
New
Zea
land
Swed
en
Belg
ium
Slov
enia
Portu
gal
Aust
ralia
Spai
n
Ger
man
y
OEC
D a
vera
ge
Finl
and
Japa
n
Esto
nia
Col
ombi
a
Latv
ia
Lith
uani
a
Braz
il
Chi
le
Aust
ria
Rus
sian
…
Slov
ak R
epub
lic
Hun
gary
Mex
ico
Pola
nd
Turk
ey
Under the age of 3 Under the age of 1 Age 1 Age 2%
Expenditure on 3-5 year-olds in education as a share of GDP has fallen in half of OECD countries between 2013 and 2017 Figure B2.4
Expenditure on children aged 3 to 5 enrolled in ECEC (ISCED 0) and primary education as a percentage of GDP (2013 and 2017)
0.0
0.2
0.4
0.6
0.8
1.0
1.2
Icel
and
Nor
way
Swed
enIs
rael
Chi
leN
ew Z
eala
ndFr
ance
Esto
nia
Uni
ted
King
dom
Slov
enia
Latv
iaO
ECD
ave
rage
Pola
ndBe
lgiu
mM
exic
oPo
rtuga
lAu
stra
liaEU
ave
rage
Finl
and
Spai
nG
erm
any
Lith
uani
aIta
lyLu
xem
bour
gAu
stria
Slov
ak R
epub
licKo
rea
Cze
ch R
epub
licC
olom
bia
Uni
ted
Stat
esN
ethe
rland
sTu
rkey
Gre
ece
2017 2013% of GDP
Spending on education
Spending on education institutions ranges from 3% of GDP in Luxembourg to more than 6% in Norway Figure C2.1
Total expenditure on educational institutions as a percentage of GDP (2017)
0
1
2
3
4
5
6
7
Nor
way
New
Zea
land
Chi
leU
nite
d …Is
rael
Uni
ted
Stat
esAu
stra
liaC
anad
aIc
elan
dBe
lgiu
mD
enm
ark
Col
ombi
aSw
eden
Fran
ceFi
nlan
dN
ethe
rland
sPo
rtuga
lKo
rea
Turk
eyO
ECD
ave
rage
Aust
riaEU
ave
rage
Mex
ico
Esto
nia
Pola
ndSp
ain
Slov
enia
Ger
man
yJa
pan
Latv
iaH
unga
ryIta
lySl
ovak
…C
zech
Rep
ublic
Rus
sian
…Ire
land
Lith
uani
aLu
xem
bour
g
All tertiary Primary, secondary, and post-secondary non-tertiary%
OECD countries spent an average of USD 11 200 per student on primary to tertiary education in 2017 Figure C1.1
Total expenditure on primary to tertiary educational institutions per full-time equivalent student, by source of funds (2017)
0
5 000
10 000
15 000
20 000
25 000
Luxe
mbo
urg
Uni
ted
Stat
esN
orw
ayAu
stria
Swed
enC
anad
aBe
lgiu
mU
nite
d Ki
ngdo
mIc
elan
dN
ethe
rland
sG
erm
any
Den
mar
kAu
stra
liaFr
ance
Kore
aJa
pan
Finl
and
EU a
vera
geO
ECD
ave
rage
New
Zea
land
Irela
ndIta
lyPo
rtuga
lSp
ain
Slov
enia
Isra
elEs
toni
aC
zech
Rep
ublic
Pola
ndH
unga
rySl
ovak
Rep
ublic
Latv
iaLi
thua
nia
Chi
leR
ussi
an F
eder
atio
nTu
rkey
Col
ombi
aM
exic
oAr
gent
ina
Braz
ilC
osta
Ric
aG
reec
eSw
itzer
land
Public expenditure on all educational institutions Private expenditure on all educational institutionsEquivalent USD
Between 2012 and 2017, education expenditure grew by 1.4% per year on average, while the number of students remained stable Figure C1.4
Average annual growth in total expenditure on primary to tertiary educational institutions per full-time equivalent student (2012 to 2017)
- 4
- 2
0
2
4
6
8
Hun
gary
Icel
and
Slov
ak R
epub
licC
olom
bia
Pola
ndEs
toni
aLa
tvia
Chi
leN
orw
ayTu
rkey
Uni
ted
Stat
esO
ECD
ave
rage
EU a
vera
geU
nite
d Ki
ngdo
mIs
rael
Ger
man
yPo
rtuga
lN
ethe
rland
sAu
stria
Swed
enBe
lgiu
mN
ew Z
eala
ndLi
thua
nia
Italy
Fran
ceSp
ain
Cze
ch R
epub
licR
ussi
an F
eder
atio
nC
anad
aSl
oven
iaFi
nlan
dM
exic
o
Students Total expenditure Total expenditure per student%
OECD countries allocate on average 8% of their total education spending from primary to tertiary level to capital expenditure Figure C6.1
Share of capital expenditure, by type of institution (2017)
02468
101214161820
Kore
aN
orw
ayTu
rkey
Gre
ece
Latv
iaJa
pan
Isra
elN
ethe
rland
sAr
gent
ina
Finl
and
Uni
ted
Stat
esC
anad
aAu
stra
liaLu
xem
bour
gH
unga
ryEs
toni
aR
ussi
an F
eder
atio
nC
zech
Rep
ublic
Fran
ceO
ECD
ave
rage
Slov
enia
EU a
vera
geG
erm
any
Pola
ndAu
stria
Den
mar
kLi
thua
nia
Spai
nC
hile
Irela
ndSl
ovak
Rep
ublic
Belg
ium
Icel
and
Swed
enC
osta
Ric
aPo
rtuga
lU
nite
d Ki
ngdo
mM
exic
oBr
azil
Italy
Private institutions Public institutions%
In many countries teachers’ salaries are still low… Figure D3.1.a
Lower secondary teachers' actual salaries relative to earnings for tertiary-educated workers (2019)
0.0
0.5
1.0
1.5
2.0
2.5
Cos
ta R
ica
Lith
uani
a
Portu
gal
Ger
man
y
Finl
and
Engl
and
(UK)
Isra
el
Fran
ce
Aust
ralia
Esto
nia
OEC
D a
vera
ge
EU a
vera
ge
Slov
enia
Net
herla
nds
Swed
en
New
Zea
land
Irela
nd
Belg
ium
Fl.
Aust
ria
Den
mar
k
Belg
ium
Fr.
Chi
le
Gre
ece
Pola
nd
Nor
way
Slov
ak R
epub
lic
Italy
Hun
gary
Cze
ch R
epub
lic
Uni
ted
Stat
es
Teachers' actual salaries relative to earnings for tertiary-educated workers
School heads' actual salaries relative to earnings for tertiary-educated workers
Ratio of salary
Contribution of various factors to salary cost of teachers per student in public institutions, primary education (2018) Figure D2.4
-3 000
-2 000
-1 000
0
1 000
2 000G
erm
any
Switz
erla
ndN
orw
ayAu
stria
Belg
ium
Fl.
Aust
ralia
Belg
ium
Fr.
Can
ada
Slov
enia
Irela
ndN
ethe
rland
sIc
elan
dSp
ain
Uni
ted
Stat
esPo
rtuga
lIta
lyFi
nlan
dJa
pan
Gre
ece
Pola
ndC
osta
Ric
aIs
rael
Chi
leH
unga
ryFr
ance
Lith
uani
aEs
toni
aC
olom
bia
Turk
eyC
zech
Rep
ublic
Mex
ico
Slov
ak R
epub
licLa
tvia
Contribution of theoretical class sizeContribution of teaching timeContribution of instruction timeContribution of teachers' salaryDifference of salary cost of teachers per student from OECD average
USD converted using PPPs
THANK YOU!For more, please visit
www.oecd.org/edu
and
www.NCEE.org
#OECDEAG