Education Education Education at a Glance 2018 OECD INDICATORSEducation at a Glance 2018 OECD INDICATORSThe statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Lithuania was not an OECD member at the time of preparation of this publication. Accordingly, Lithuania does not appear in the list of OECD members and is not included in the zone aggregates. Photo credits: © Christopher Futcher / iStock © Marc Romanelli / Gettyimages © michaeljung / Shutterstock © Pressmaster / Shutterstock Corrigenda to OECD publications may be found on line at: oecd/publishing/corrigenda. © OECD 2018 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of the source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rightsoecd. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at infocopyright or the Centre français dexploitation du droit de copie (CFC) at contactcfcopies. This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the OECD member countries. This document, as well as any data and any map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Please cite this publication as: OECD (2018), Education at a Glance 2018: OECD Indicators, OECD Publishing, Paris.dx.doi/10.1787/eag-2018-en ISBN (print) 978-92-64-30338-6 ISBN (PDF) 978-92-64-30339-3Education at a Glance 2018: OECD Indicators © OECD 2018 3 Governments are increasingly looking to international comparisons of education opportunities and outcomes as they develop policies to enhance individuals social and economic prospects, provide incentives for greater efficiency in schooling, and help to mobilise resources to meet rising demands. The OECD Directorate for Education and Skills contributes to these efforts by developing and analysing the quantitative, internationally comparable indicators that it publishes annually in Education at a Glance. Together with OECD country policy reviews, these indicators can be used to assist governments in building more effective and equitable education systems. Education at a Glance addresses the needs of a range of users, from governments seeking to learn policy lessons to academics requiring data for further analysis to the general public wanting to monitor how its countrys schools are progressing in producing world-class students. The publication examines the quality of learning outcomes, the policy levers and contextual factors that shape these outcomes, and the broader private and social returns that accrue to investments in education. Education at a Glance is the product of a long-standing, collaborative effort between OECD governments, the experts and institutions working within the framework of the OECD Indicators of Education Systems (INES) programme and the OECD Secretariat. The publication was prepared by the staff of the Innovation and Measuring Progress Division of the OECD Directorate for Education and Skills, under the responsibility of Deborah Roseveare and Marie-Hélène Doumet and in co-operation with Étienne Albiser, Éric Charbonnier, Manon Costinot, Fatine Guedira, Corinne Heckmann, Karinne Logez, Axelle Magnier, Camila de Moraes, Simon Normandeau, Gara Rojas González, Daniel Sánchez Serra, Markus Schwabe, Giovanni Maria Semeraro and Roland Tusz. Administrative support was provided by Valérie Forges, and additional analytical support were provided by Agnese Gatti, Yaelin Ham, Michael Jacobs, Pauline Le Pape, Hanvit Park and Junyeong Park. Marilyn Achiron, Cassandra Davis and Sophie Limoges provided valuable support in the editorial and production process. The development of the publication was steered by member countries through the INES Working Party and facilitated by the INES Networks. The members of the various bodies as well as the individual experts who have contributed to this publication and to OECD INES more generally are listed at the end of the book. While much progress has been accomplished in recent years, member countries and the OECD continue to strive to strengthen the link between policy needs and the best available internationally comparable data. This presents various challenges and trade-offs. First, the indicators need to respond to education issues that are high on national policy agendas, and where the international comparative perspective can offer added value to what can be accomplished through national analysis and evaluation. Second, while the indicators should be as comparable as possible, they also need to be as country-specific as is necessary to allow for historical, systemic and cultural differences between countries. Third, the indicators need to be presented in as straightforward a manner as possible, while remaining sufficiently complex to reflect multi-faceted realities. Fourth, there is a general desire to keep the indicator set as small as possible, but it needs to be large enough to be useful to policy makers across countries that face different challenges in education. The OECD will continue not only to address these challenges vigorously and develop indicators in areas where it is feasible and promising to develop data, but also to advance in areas where a considerable investment still needs to be made in conceptual work. The OECD Programme for International Student Assessment (PISA) and its extension through the OECD Programme for the International Assessment of Adult Competencies (Survey of Adult Skills PIAAC), as well as the OECD Teaching and Learning International Survey (TALIS), are major efforts to this end. ForewordEducation at a Glance 2018: OECD Indicators © OECD 2018 5 Name of the indicator in the 2017 edition Table of Contents A1 C5 A5 A6 A7 Editorial: Educations promise to all 11 Introduction: The indicators and their framework 13 Readers guide 17 Executive summary 23 Equity in the education sustainable development goal 27 CHAPTER A THE OUTPUT OF EDUCATIONAL INSTITUTIONS AND THE IMPACT OF LEARNING 41 Indicator A1 To what level have adults studied? 42 Table A1.1. Educational attainment of 25-64 year-olds (2017) 54 Table A1.2. Trends in educational attainment of 25-34 year-olds, by gender (2007 and 2017) 55 Table A1.3. Educational attainment of native- and foreign-born 25-64 year-olds, by age at ar rival in the country (2017) 56 Indicator A2 Transition from education to work: Where are todays youth? 58 Table A2.1. Percentage of 18-24 year-olds in education/not in education, by work status (2017) 66 Table A2.2. Trends in the percentage of young adults in education/not in education, employed or not, by age group (2007 and 2017) 67 Table A2.3. Percentage of native- and foreign-born 15-29 year-old NEETs, by age at arrival in the country (2017) 68 Indicator A3 How does educational attainment affect participation in the labour market? 70 Table A3.1. Employment rates of 25-64 year-olds, by educational attainment (2017) 83 Table A3.2. Trends in employment rates of 25-34 year-olds, by educational attainment and gender (2007 and 2017) 84 Table A3.3. Employment, unemployment and inactivity rates of 25-34 year-olds, by e ducational attainment (2017) 85 Table A3.4. Employment rates of native- and foreign-born 25-64 year-olds, by age at arrival in the c ountry and educational attainment (2017) 86 Indicator A4 What are the earnings advantages from education? 88 Table A4.1. Relative earnings of workers, by educational attainment (2016) 98 Table A4.2. Level of earnings relative to median earnings, by educational attainment (2016) 99 Table A4.3. Differences in earnings between female and male full-time workers, by e ducational attainment and age group (2016) 100 Table A4.4. Differences in earnings between native- and foreign-born full-time workers, by e ducational attainment and age group (2016) 101 Indicator A5 What are the financial incentives to invest in education? 102 Table A5.1a. Private costs and benefits for a man attaining tertiary education (2015) 113 Table A5.1b. Private costs and benefits for a woman attaining tertiary education (2015) 114 Table A5.2a. Public costs and benefits for a man attaining tertiary education (2015) 115Table of Contents Education at a Glance 2018: OECD Indicators © OECD 2018 6 Name of the indicator in the 2017 edition C1 C2 C6 A8 A2 Table A5.2b. Public costs and benefits for a woman attaining tertiary education (2015) 116 Table A5.3a. Private/public costs and benefits for a man attaining tertiary education, by l evel of tertiary education (2015) 117 Table A5.3b. Private/public costs and benefits for a woman attaining tertiary education, by l evel of tertiary education (2015) 118 Indicator A6 How are social outcomes related to education? 120 Table A6.1. Percentage of 15-year-old students who report being aware or well aware of en vironmental issues, by science proficiency level (2015) 130 Table A6.2. Percentage of adults who agree that environmental issues have an impact on their daily life, by educational attainment (2014 or 2010) 131 Table A6.3. Percentage of adults who believe in personal responsibility for looking after the environment, by educational attainment (2016 or 2010-2014) 132 Table A6.4. Percentage of adults who report taking personal action to reduce energy use, by e ducational attainment (2016 or 2010) 133 Indicator A7 To what extent do adults participate equally in education and learning? 134 Table A7.1. Participation of native- and foreign-born adults in formal and/or non-formal education by gender and their population distribution (2012 or 2015) 144 Table A7.2. Participation of native- and foreign-born adults in formal and/or non-formal education, by labour-force status (2012 or 2015) 145 Table A7.3. Participation of native- and foreign-born adults in formal and/or non-formal education, by educational attainment (2012 or 2015) 146 CHAPTER B ACCESS TO EDUCATION, PARTICIPATION AND PROGRESSION 147 Indicator B1 Who participates in education? 148 Table B1.1. Enrolment rates by age group (2005, 2010 and 2016) 159 Table B1.2. Students enrolled as a percentage of the population between the ages of 15 and 2