8-January-2016
English
Graduation rates for bachelor’s and master’s degrees have dramatically increased over the past two decades, with 6 million bachelor’s degrees and 3 million master’s degrees awarded in OECD countries in 2013. Although women represent over half of the graduates at the bachelor’s and master’s level, they are still strikingly under-represented in the fields of sciences and engineering.
10-December-2015
English
Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries, students who expect to work as teachers have poorer mathematics and reading skills than other ambitious students who expect to work as professionals but not as teachers.
17-November-2015
English
Only in some countries is a larger proportion of immigrant students in schools related to lower student performance – and this relationship is mostly explained by the concentration of disadvantaged students in these schools.
17-November-2015
English, PDF, 5,029kb
This document reveals some of the difficulties immigrant students encounter – and some of the contributions they offer – while settling into their new communities and new schools. It also presents some of the policies governments can implement to help immigrant students integrate into their host societies.
7-October-2015
English
Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary education.
15-September-2015
English
The top-performing country in the PISA assessment of digital reading was Singapore, followed by Korea, Hong Kong-China, Japan, Canada and Shanghai-China.
25-August-2015
English
There is no real consensus on how much class time is enough when it comes to learning mathematics, science and reading. But educators and policy makers generally agree that while it’s important for students to spend considerable time in school lessons to acquire new skills, spending more hours and minutes in class is not enough to ensure that students succeed in school.
9-July-2015
English
The share of students with an immigrant background increased between 2003 and 2012, both in traditional and new destination countries. The performance difference in mathematics between immigrant and non-immigrant students decreased, on average, between 2003 and 2012.
3-July-2015
English
In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment opportunities.
16-June-2015
English
The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries.