education at a glance · organisation of education at a glance (eag) the education sustainable...
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OECD Indicators 2018Education at a Glance
Education at a Glance, Country Note and OECD.Stat
Organisation of Education at a Glance (EAG)
The Education Sustainable Development Goal (SDG4)
Chapter A – The output of educational institutions and the impact of learning
• Attainment rates, labour market outcomes of education (earnings, unemployment), social outcomes of education,
educational mobility, adult education, NEETs, financial returns to education
Chapter B – Access to education, participation and progression
• Enrolment rates, early childhood education, international student mobility, entrance and graduation rates, adult
education
Chapter C – Financial resources invested in education
• Expenditure per students, expenditure as a share of GDP, share of private expenditure, decentralization of public
expenditure, capital vs. current expenditure
Chapter D – Teachers, the learning environment and the organisation of schools• Instruction time, teaching time, class sizes, student-teacher ratio, teachers’ salaries, teachers’ age and gender,
school autonomy
Equity in Education at a Glance 2018
Gender
Parental education
Location
Immigrant status
Equity in the education sustainable development goal
Outline
I. Equity in education and employment in Estonia
• How equitable are education opportunities?
• How do men and women fare in education and employment?
• How do migrants fare in education and employment?
II. Teachers in Estonia
Who are the teachers in Estonia?
How much time do teachers work and what are their working conditions?
How much are teachers paid?
How much freedom and decision-making powers do schools and teachers have?
Equity in education and employment in Estonia
How equitable is education in Estonia?
Early Childhood Education and Care is much more equitable in Estonia than in other OECD countries Figure B2.2
Enrolment rates of children under the age of 3, by mother's educational attainment (2014)
0
10
20
30
40
50
60
70
80
90
100
Norw
ay
Denm
ark
Iceland
Net
herlan
ds
Luxe
mbourg
Bel
giu
m
Portug
al
Ger
man
y
Slove
nia
Spain
Ireland
Ave
rage
United
Kin
gdom
Finla
nd
Esto
nia
Ital
y
Latv
ia
Aus
tria
Isra
el
Hungar
y
Gre
ece
Poland
Slova
k Rep
ublic
Cze
ch R
epublic
%Overall Non-tertiary educated mother Tertiary-educated mother
At secondary level, Estonia’s education system remains relatively equitable SDG Fig1
Proportion of 15-year-olds achieving at least proficiency level 2 (PISA) in mathematics by gender, socio-economic status (ESCS), and location parity indices
0.0
0.2
0.4
0.6
0.8
1.0
1.2
Denm
ark
Esto
nia
Ireland
Switze
rlan
dFinla
nd
Japan
Cana
da
Norw
ayRuss
ian F
eder
atio
nSl
ove
nia
Iceland
Net
herlan
ds
Spain
Poland
Ger
man
yKore
aSw
eden
Isra
elEU
23
ave
rage
Aus
tria
Aus
tralia
United
Kin
gdom
OEC
D a
vera
ge
Ital
yN
ew Z
eala
nd
Latv
iaBel
giu
mUnited
Sta
tes
Fran
ceLith
uan
iaCze
ch R
epublic
Luxe
mbourg
Gre
ece
Portug
al
Slova
k Rep
ublic
Cost
a Rica
Colo
mbia
Mexico
Turk
eyChile
Hungar
yIn
don
esia
Bra
zil
Par
ity
indic
es
Gender Location ESCS
How do women and men compare?
More young women attain tertiary education than young men Table A1.2
Tertiary attainment rate of 25-34 year-olds, by gender (2017)
0
10
20
30
40
50
60
70
Irel
and
Icel
and
Slov
enia
Luxe
mbour
g
Norw
ay
Den
mar
k
Swed
en
Latv
ia
Pola
nd
Uni
ted K
ingd
om
Esto
nia
Net
herlan
ds
Belg
ium
Switze
rland
OEC
D a
vera
ge
Finla
nd
EU23
ave
rage
Fran
ce
Aust
ria
Slov
ak R
epub
lic
Cze
ch R
epub
lic
Hun
gary
Ger
man
y
Women Men%
But these tertiary-educated women are also less likely to be employed than men Table A3.2
Employment rate of tertiary-educated 25-34 year-olds, by gender (2017)
0
10
20
30
40
50
60
70
80
90
100
Icel
and
Net
herlan
ds
Norw
ay
Belg
ium
Swed
en
Switze
rland
Irel
and
Aust
ria
Uni
ted K
ingd
om
Luxe
mbour
g
Ger
man
y
Pola
nd
Fran
ce
Latv
ia
Slov
enia
Den
mar
k
OEC
D a
vera
ge
EU23
ave
rage
Finla
nd
Esto
nia
Hun
gary
Cze
ch R
epub
lic
Slov
ak R
epub
lic
Ital
y
Women Men%
And when they do work, tertiary-educated women earn significantly less than men Figure A4.1
Women’s earnings as a percentage of men’s earnings for full-time workers with tertiary education (25-64 year olds, 2016)
40
50
60
70
80
90
100
Slov
enia
Swed
en
Belg
ium
Luxe
mbour
g
Latv
ia
Colo
mbi
a
Switze
rland
Uni
ted K
ingd
om
New
Zea
land
Net
herlan
ds
Finla
nd
Aust
ralia
Aust
ria
Den
mar
k
Lith
uan
ia
Ger
man
y
Norw
ay
OEC
D a
vera
ge
Gre
ece
Can
ada
Kore
a
Fran
ce
Port
ugal
Pola
nd
Irel
and
Ital
y
Uni
ted S
tate
s
Cze
ch R
epub
lic
Esto
nia
Slov
ak R
epub
lic
Hun
gary
%
How do migrants fare?
Over 40% of foreign-born adults in Estoniahave attained tertiary education Figure A1.4
Educational attainment of foreign-born 25-64 year-olds (2017)
0
10
20
30
40
50
60
70
80
90
100
Cana
da
(28%
)
Isra
el (25%
)
Aus
tralia
(34
%)
Ireland (22
%)
New
Zea
land (33%
)
Denm
ark
(14%
)
Swed
en
(24%
)
Switze
rlan
d (36%
)
Esto
nia (12
%)
United
Sta
tes
(19%
)
Luxe
mbourg
(57%
)
OEC
D a
vera
ge
(17%
)
Lith
uan
ia (5%
)
Bel
giu
m (21%
)
EU23
aver
age
(15%
)
Latv
ia (11
%)
Portug
al (1
0%
)
Cze
ch R
epublic
(4%
)
Fran
ce (15%
)
Aus
tria (24
%)
Net
herlan
ds (1
5%)
Spain
(16%
)
Ger
man
y (2
1%)
Slove
nia
(12%
)
Gre
ece
(9%
)
Ital
y (1
4%)
Cost
a Rica
(11%
)
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary%
The percentage in parentheses represents the share of foreign-born adults among 25-64 year-olds.
However, foreign-born adults are less likely to work than their native-born counterparts… Table A3.4
Difference between employment rates of foreign-born and native-born 25-64 year-olds, by educational attainment (2017)
-20
-15
-10
-5
0
5
10
15
20
25
Slova
k Rep
ublic
Cze
ch R
epublic
Hungar
y
Luxe
mbourg
United
Sta
tes
Ireland
Slove
nia
OEC
D a
vera
ge
EU23
aver
age
Poland
Switze
rlan
d
Net
herlan
ds
Aus
tria
Ital
y
Esto
nia
Bel
giu
m
Latv
ia
Denm
ark
Ger
man
y
Swed
en
Fran
ce
Gre
ece
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
Percentage point difference between foreign- and native-born adults employment rates
… and earn significantly less than native-born workers with the same educational attainment Figure A4.4
Earnings of foreign-born workers as a percentage of earnings of native-born full-time workers, by educational attainment (2016)
405060708090
100110120130140
Colo
mbia
Chile
Bel
giu
m
United
Sta
tes
Slove
nia
Ger
man
y
Fran
ce
Luxe
mbourg
Switze
rlan
d
Cost
a Rica
Ireland
Norw
ay
Swed
en
Isra
el
Latv
ia
Aus
tria
New
Zea
land
Esto
nia
Finla
nd
Spain
Ital
y
Tertiary Upper secondary or post-secondary non-tertiary Below upper secondary% 226
Teachers in Estonia
Who are the teachers in Estonia?
The overwhelming majority of teachers are women Figure D5.1
Distribution of female teachers (2016)
%
20
30
40
50
60
70
80
90
100
Indi
a
Saud
i Ar
abia
Turk
ey
Indo
nes
ia
Japa
n
Gre
ece
Can
ada
Nor
way
Luxe
mbou
rg
Spai
n
Swed
en
Col
om
bia
Kore
a
Cos
ta R
ica
Finl
and
Portug
al
Belg
ium
Switz
erla
nd
OEC
D a
vera
ge
Fran
ce
New
Zea
land
Unite
d Kin
gdom
Poland
Irel
and
EU23
ave
rage
Net
herla
nds
Ger
man
y
Unite
d St
ates
Braz
il
Slov
ak R
epub
lic
Esto
nia
Aus
tria
Latv
ia
Cze
ch R
epub
lic
Italy
Hun
gary
Lith
uani
a
Slov
enia
Russ
ian F
eder
atio
n
Primary All secondary
More than half of teachers at secondary level are over the age of 50 EAG database
Age distribution of teachers in secondary education (2016)
0%
20%
40%
60%
80%
100%
Ital
y
Esto
nia
Latv
ia
Lith
uan
ia
Gre
ece
Aus
tria
Ger
man
y
Net
herlan
ds
Cze
ch R
epublic
Swed
en
Finla
nd
Slova
k Rep
ublic
Ave
rage
Slove
nia
Hungar
y
Switze
rlan
d
Norw
ay
Isra
el
Fran
ce
Poland
Bel
giu
m
Ireland
Luxe
mbourg
United
Kin
gdom
< 30 years 30 - 39 years 40 - 49 years 50 - 59 years > 60 years
How much time do teachers work?
Estonian teachers have lower teaching hours per year than most OECD and partner countries Figure D4.2
Number of teaching hours per year, by level of education (2017)
0
200
400
600
800
1000
1200
1400
1600
1800
Latv
ia
United S
tate
s
Neth
erlands
Ireland
Fra
nce
Scotland (UK)
Sw
itze
rland
Germ
any
Canada
Slo
vak R
epublic
Austria
OECD a
vera
ge
Italy
EU23 a
vera
ge
Norw
ay
Fle
mish c
om
m. (B
elg
ium
)
Fre
nch
com
m. (B
elg
ium
)
Fin
land
Hungary
Slo
venia
Iceland
Czech R
epublic
Esto
nia
Lithuania
Poland
Hours per year
Primary Lower secondary, general programmes Upper secondary, general programmes
A large share of teachers’ working time is spent on activities other than teaching Figure D4.4
Percentage of lower secondary teachers' working time spent teaching (2017)
Poland Turkey
Korea
Estonia
AustriaJapan
Lithuania
Czech Republic
Iceland
Portugal
Slovak Republic
Hungary
Norway
France
Israel
Spain
Germany
Netherlands
Switzerland
Scotland (UK)
United States
Latvia
Chile
Colombia
20%
30%
40%
50%
60%
70%
80%
400 500 600 700 800 900 1000 1100 1200 1300
Percentage of total statutory working time spent teaching
Country average
Country average
Number of teaching hours per year
But statutory working time remains among the lowest across OECD countries Table D4.1
Total statutory working time by level of education (2017)
0
500
1000
1500
2000
2500
Switze
rlan
d
Ger
man
y
Aus
tria
Swed
en
Iceland
Latv
ia
Norw
ay
Denm
ark
Hungar
y
Net
herlan
ds
OEC
D a
vera
ge
Fran
ce
Turk
ey
Lith
uan
ia
Slova
k Rep
ublic
Cze
ch R
epublic
Esto
nia
Poland
Primary Lower secondary, general programmes Upper secondary, general programmesHours per year
How much are teachers paid?
Despite a recent large increase, teachers’ salaries remain among the lowest across OECD countries Figure D3.5
Actual salaries of lower secondary teachers (2016)
0
20000
40000
60000
80000
100000
120000
Luxe
mbourg
Net
herlan
ds
Aus
tria
Aus
tralia
United
Sta
tes
Denm
ark
Flem
ish c
om
m.…
Finla
nd
Norw
ay
Fren
ch c
om
m.…
Engla
nd (UK)
Fran
ce
Swed
en
New
Zea
land
Ave
rage
Portug
al
Scotlan
d (UK)
Isra
el
Iceland
Slove
nia
Ital
y
Poland
Chile
Gre
ece
Cze
ch R
epublic
Esto
nia
Slova
k Rep
ublic
Turk
ey
Latv
ia
Equivalent USD converted using PPPs
And the total salary cost of teachers per student is also low Figure C7.2
Contribution of various factors to salary cost of teachers per student in public institutions, lower secondary education (2016)
-6 000
-4 000
-2 000
0
2 000
4 000
6 000
8 000
10 000
Luxe
mbou
rg
Switz
erla
nd
Slov
enia
Aus
tria
Ger
man
y
Flem
ish
Com
m. (
Belg
ium
)
Fren
ch C
omm
. (Be
lgiu
m)
Nor
way
Finl
and
Spai
n
Den
mar
k
Aus
tral
ia
Portug
al
Net
herla
nds
Irel
and
Unite
d St
ates
Can
ada
Japa
n
Italy
Icel
and
Gre
ece
Isra
el
Poland
Fran
ce
Hun
gary
Esto
nia
Cze
ch R
epub
lic
Chi
le
Slov
ak R
epub
lic
Turk
ey
Latv
ia
Mex
ico
USD
Contribution of teachers' salary Contribution of instruction timeContribution of teaching time Contribution of estimated class sizedifference of salary cost of teachers per student from OECD average
Moderately high salary cost Low salary costModerately low salary cost
High salary cost
While the share of public expenditure devoted to education has fallen between 2011 and 2015 Figure C4.1
Index of change in total public expenditure on education as a share of total government expenditure between 2011 and 2015 (2011=100)
80
90
100
110
120
130
140
Latv
ia
Isra
el
Slov
ak R
epub
lic
Icel
and
Irel
and
Poland
Unite
d St
ates
Belg
ium
Net
herla
nds
Chi
le
Turk
ey
Swed
en
Mex
ico
OEC
D a
vera
ge
EU23
ave
rage
Portug
al
Lith
uani
a
Braz
il
Fran
ce
Aus
tral
ia
Japa
n
Italy
Spai
n
Ger
man
y
Switz
erla
nd
Finl
and
Cze
ch R
epub
lic
Nor
way
Can
ada
Hun
gary
Slov
enia
Esto
nia
Change in public expenditure on education
Change in total government expenditure for all services
Change in total public expenditure on education as a percentage of total government expenditureIndex of change
How much freedom and decision-making powers do schools and teachers have?
The majority of decisions are taken at the school level… Table D6.1
Percentage of decisions taken at each level of government in public lower secondary education (2017)
0
10
20
30
40
50
60
70
80
90
100
Net
herla
nds
Cze
ch R
epub
lic
Engl
and (UK)
Latv
ia
Flem
ish
com
m.…
Icel
and
Esto
nia
Aus
tral
ia
New
Zea
land
Slov
enia
Scotla
nd (UK)
Chi
le
Aus
tria
Irel
and
Slov
ak R
epub
lic
Lith
uani
a
EU23
ave
rage
Swed
en
OEC
D a
vera
ge
Italy
Hun
gary
Den
mar
k
Fren
ch c
omm
.…
Russ
ian F
eder
atio
n
Japa
n
Isra
el
Ger
man
y
Luxe
mbou
rg
Mex
ico
Unite
d St
ates
Can
ada
Kore
a
Portug
al
Nor
way
Fran
ce
Spai
n
Switz
erla
nd
Gre
ece
Turk
ey
Finl
and
School Local Regional or Sub-regional Central or State Multiple levels%
… regardless of the type of decision Table D6.2
Percentage of decisions taken at each level of government in public lower secondary education, by domain (2017)
0%
20%
40%
60%
80%
100%
Organisationof instruction
Personnelmanagement
Planning andstructures
Resourcemanagement
Central State Provincial/ regional Sub-regional Local School Multiple levels
Estonia OECD average
0%
20%
40%
60%
80%
100%
Organisation ofinstruction
Personnelmanagement
Planning andstructures
Resourcemanagement
Decisions on management of teachers are more decentralised in Estonia than in most countries Figure D6.3
Percentage of decisions taken at each level of government in public lower secondary education,planning and structure (2017)
0510152025303540
Hiring
Dismissal
Duties
Conditions of service
Fixing of salary levels
School Local Regional or Sub-regional Central or State Multiple levels
Management of teachers
Number of countries and economies
Key points
• Estonia’s education system is more equitable than most countries at least up to age 15
• Many more young women than men hold a tertiary degree but they are less likely to work and earn less than men when they do
• Migrants are also disadvantaged in the labour market, even if they have a tertiary degree and arrived as children
• Around half of Estonia's teachers are over 50 years old and the vast majority are women
• Teachers salaries are low compared to other countries despite recent increases - and the share of public spending devoted to education fell between 2011 and 2015
• Decision-making is more decentralised than in most countries and schools have a high degree of autonomy
Thank you !
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Find more information on Education at a Glance 2018 and access the full set of Indicators at www.oecd.org/education/education-at-a-glance-19991487.htm