What makes school systems perform oecd

Annex 3 Chapter A - The output of educational institutions and the impact of learning. Annex 3 Chapter B - Access to education, participation and progress. Annex 3 Chapter C - Financial resources invested in education. Annex 3 Chapter D - Teachers, the learning environment and the organisation of schools. Watch the launch day press conference. It gives access to the most recent data through interactive graphics and provides key messages on major issues effecting students, teachers, parents and policy makers.

The indicators provide data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. To what level have adults studied? Read PDF How does educational attainment affect participation in the labour market? Read PDF What are the earnings advantages from education?

Read PDF What are the financial incentives to invest in education? Read PDF How are social outcomes related to education? Read PDF To what extent do adults participate equally in education and learning? Read PDF. Access to education, participation and progress 6 chapters available. Who participates in education? Read PDF How do early childhood education systems differ around the world?

Read PDF Who is expected to graduate from upper secondary education? Read PDF Who is expected to enter tertiary education? Read PDF Who is expected to graduate from tertiary education? Read PDF What is the profile of internationally mobile students?

Explore by country. Explore by topic. Country-specific policy work. Decisions about education policy should always be based on the best evidence possible. An understanding of how students learn and teachers teach is at the core of education policy. Skills are central to achieving sustainable, innovation-driven economic growth and social inclusion.

We review the education and skills systems in OECD and partner countries, and assist countries in developing and implementing policies to improve those systems. We provide policy makers with a deeper understanding of how the way we innovate is changing, and what this implies for education and training policies.

Full index of work. Source: Education at a Glance Promoting social inclusion through micro-credentials. Language learning for success in an interconnected world.

Six key takeaways on equity from Education at a Glance Bridging the gap between policy and practice in education. Read more. The OECD's work on education helps individuals and nations to identify and develop the knowledge and skills that drive better jobs and better lives, generate prosperity and promote social inclusion. This report looks at how education systems are responding to the coronavirus crisis, from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.

Education at a Glance is the authoritative source for information on the state of education around the world. The edition focuses on equality of opportunity for access, participation and progression in education. These experiences help students gain the knowledge and skills necessary for future work tasks.

Success factors include the innovative learning environments, active use of advocates, successful management of publicity and focus on entrepreneurship education. The project also connects students to universities and businesses. The French can expect to go through In France, The average student in France scored in reading literacy, maths and sciences, above the OECD average of French Second Chance Schools help young adults between 18 and 25 improve their skills to get a job.

These schools target youth who have been out of school for over a year and do not have a diploma or qualifications. Students are offered individual education plans to boost their literacy, numeracy and ICT skills.

This is complemented by a work placement to gain labour market skills and strong links with employers. Second Chance Schools were established in local areas and reached 15 students by Evaluations show that the potential long-term effects of these schools on youth employability are promising.

The Education Act aims to double number of students combining education with employment by Students in France can begin an apprenticeship at a variety of levels, including upper secondary, two-year post-secondary, bachelor and masters level qualifications.

Enterprises offering apprenticeships receive tax credits and social security exemptions. Apprenticeships have grown in popularity, particularly at the tertiary or upper secondary level. By contrast, apprenticeships are much more difficult to access for young students and workers with lower qualifications. Apprenticeships account for only about a third of all vocational students in secondary education.

Evidence shows that employment rates are higher for apprentices that have combined training in a company with study in an apprentice training centre compared to other graduates from vocational schools. The government plans to expand the access to apprenticeships at vocational secondary schools, notably at the lower-secondary level, strengthen links with enterprises and develop better guidance for students.

This is the right approach to make apprenticeships more accessible for those who are most likely to benefit. Germans can expect to go through about 18 years of education between the ages of 5 and 39 , more than the OECD average of Upper secondary graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. The average student in Germany scored in reading literacy, maths and sciences, above the OECD average of High school students can choose to either pursue academic upper secondary education at the end of compulsory education or follow a vocational path.

The vocational stream includes a full-time vocational school or the dual-apprenticeship system. In the dual system, students divide their time between workplace training and training at school. The school provides both general education and occupation-specific education, while employers supervise and offer workplace training. Both the government and employers are highly engaged and have a central role in designing education. The involvement of employers in the dual system also means that the programmes can be adapted to meet local needs.

The government regulates job quality through standardised, binding national training curricula so that the short-term needs of employers do not hinder the educational and economic goals of the system.

Apprenticeship contracts are also protected by collectively agreed wages. The initiative was launched in to create enthusiasm among children for natural sciences and technology, promote co-construction in education processes, and promote basic competencies, such as learning, language, fine motor skills and social skills. Interest in STEM is encouraged through workshops and promotion days, as well as activities and educational programmes for day-care organisations through new local networks.

Following an initial pilot involving 50 preschools in Berlin, the initiative was expanded across Germany into more than 20 preschools, daycare centres and primary schools. Greeks can expect to go through 19 years of education between the ages of 5 and 39 , more than the OECD average of The average student in Greece scored in reading literacy, maths and sciences, below the OECD average of Hungarians can expect to go through The average student in Hungary scored in reading literacy, maths and sciences , below the OECD average of People in Iceland can expect to go through 19 years of education between the ages of 5 and 39 , lower than the OECD average of The average student in Iceland scored in reading literacy, maths and sciences, below the OECD average of The Irish can expect to go through about 18 years of education between the ages of 5 and 39 , more than the OECD average of The average student in Ireland scored in reading literacy, maths and sciences , above the OECD average of Initiatives include: early childhood education, targeted student-teacher ratios, the professionalisation of school leaders and teachers, access to an administrative principal, measures to target deficits in literacy and numeracy, additional funding for books and libraries, guidance counselling, and facilitated access to higher education.

Results show that these initiatives have had a positive impact on reading and mathematics scores in both urban and rural schools. School completion rates also rose from Evaluations are planned to pinpoint which aspects of the policy lead to the best outcomes and to improve the programme. Israelis can expect to go through In Israel, The average student in Israel scored in reading literacy, maths and sciences , below the OECD average of Options include one-year technician studies and two-year practical engineering programmes, a wide range of shorter vocational courses under the Ministry of Economy, and professional certifications.

These certifications can sometimes be taken at the end of an education programme, and sometimes as a stand-alone examination. There are also many vocational programmes at the bachelor's level and above in universities and other tertiary academic institutions. Bearing in mind the range of these different options, as well as diverse private sector sources, and targeted programmes directed at disadvantaged groups, the system offers options for most of the relevant client groups.

Italians can expect to go through The average student in Italy scored in reading literacy, maths and sciences , slightly below the OECD average of The Italian government passed the Buona Scuola Good School reform in to improve secondary education and better share education opportunities across the country.

This comprehensive reform includes a decree for implementing an integrated system of education and instruction from birth to 6 years. It also gives more autonomy to schools, introduces stronger accountability for school principals and in teacher evaluations, and offers performance-based bonuses to teachers.

These initiatives are implemented in schools from early childhood education and care through to secondary school. Co-ordinated by all levels of government the reform focuses on providing equal opportunities, instruction and care, relationships and play, and overcoming territorial, economic, ethnic and cultural inequalities. The reform also includes initiatives and a three-year national plan to strengthen digital competencies. Projections suggest these changes will have a significant positive impact on GDP in the long-term, with an estimated increase of 2.

The Japanese can expect to go through Japan is the top-performing OECD country in reading literacy, maths and sciences with the average student scoring , well above the OECD average Following the March earthquake in the Tohoku region, in northern Japan, the national, regional and local governments, together with the OECD, launched the OECD-Tohoku School project, to help students and teachers in the region strengthen 21st century skills, internationalisation and bottom-up innovation.

The Tohoku School project has resulted in an open "innovation framework" characterised by distributed leadership, encouragement of internal diversity in local initiatives, voluntary experimentation with new pedagogies, and a strengthened sense of ownership among the participants.

For example, in northern Fukushima, the project has begun to inspire changes involving external partners, such as business leaders and international partners, and encouraged co-operation between schools and the communities around them. Teachers work with their students and their communities on a problem threatening the livelihood of local farmers, as rumours about pollution have made it have to sell food grown there.

Students and farmers worked together towards a solution, finally coming up with a fruit jelly, which has been selling well throughout Japan. For the farmers, this has meant a new future and hope, and for the students it has facilitated a shift from exam-focused academic study towards entrepreneurship, critical thinking, creativity and engaging with the community.

Koreans can expect to go through In Korea, The Vocational High-School Advancement Plan aimed to build vocational schools based on industrial needs and sector-specific skills, favouring work over college admission after high-school graduation. A cornerstone of the Plan was the creation of Meister schools, which allow students to combine work and study, based on the German craftsmen training model. There are now 41 Meister schools in Korea, with more than 16 students, and six more planned for As the majority of participating firms are SMEs, the system faces financial challenges.

To limit the fiscal cost as the programme expands, it should be reformed to make it more profitable to firms and students; SMEs could establish joint training centres, for example. People in Luxembourg can expect to go through 15 years of education between the ages of 5 and 39 , less than the OECD average of The average student in Luxembourg scored in reading literacy, maths and sciences , below the OECD average of Mexicans can expect to go through In , PISA focused on examining students' reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Mexico has implemented various reforms in recent years to improve educational attainment and outcomes. These reforms have prioritised a competence oriented curriculum, the professionalisation of educators, and made the evaluation and assessment system more transparent and accountable. Mexico has introduced mandatory full time education for all children aged and is aiming for universal coverage by To support this transition Mexico has promoted a Full Time Schools Program, which should be fully implemented by The programme is expected to reach 40 schools and benefit approximately five million students.

Although comparatively low to OECD countries, Mexico's educational attainment and outcomes have improved since Upper secondary graduation rates increased by 14 percentage points over the same period. Since , PISA scores in mathematics have also improved among boys and girls by 30 and 26 points respectively.

People in the Netherlands can expect to go through nearly 19 years of education between the ages of 5 and 39 , more than the OECD average of The average student in the Netherlands scored in reading literacy, maths and sciences, above the OECD average of People in New Zealand can expect to go through The Learning and Change Networks strategy brings schools, kura Maori-language immersion schools , communities, professional providers and ministry officials together to improve schooling, blended learning and cultural responsiveness.

First piloted in with 5 networks representing 45 schools and kuras, the strategy now includes about 55 networks involving around one-fifth of all schools and kuras. By removing, rather than creating, silos these networks bring New Zealand closer to achieving targets for student achievement. A key goal is to reach near universal achievement of the National Certificate of Education Achievement Level 2 qualification by year-olds by The roles provide teachers with opportunities for advancement within the classroom and embed a system-wide means of sharing expertise across schools.

Each role attracts significant additional remuneration for a fixed term apart from Lead Teachers, which are permanent roles and helps recognise the most effective teachers and principals.

The roles are underpinned by professional standards. Communities of schools work together to identify and strive to achieve specific objectives. In addition to these new roles, all schools are given additional funding to provide classroom release time so that teachers can work with the expert and lead teachers on professional practice.

Norwegians can expect to go through The average student in Norway scored in reading literacy, maths and sciences , above the OECD average of Norway has implemented a number of reforms to help parents from low-income families put their children in kindergarten, giving young children better access to early childhood education and care ECEC. Between and , participation of year-olds in ECEC increased markedly.

This was coupled with the right to 20 hours of free kindergarten per week for year-olds from disadvantaged backgrounds. These early results suggest that outcomes will continue to improve for children from disadvantaged backgrounds. Norway introduced a leadership training and development programme in to improve the effectiveness of school leaders. The programme provides training to school leaders, with priority to those who have been in their position for less than two years.

Poles can expect to go through The average student in Poland scored in reading literacy, maths and sciences, above the OECD average of Not only did the number of low-performing students fall and high-performing students rise, but between-school variations in performance also shrank. This example of best practice in improving education outcomes could help other countries reform their education systems.

The Portuguese can expect to go through 17 years of education between the ages of 5 and 39 , similar to the OECD average of The average student in Portugal scored in reading literacy, maths and sciences , above the OECD average of Key challenges were concentrated in primary schools in rural areas, and in town and cities, many schools were overcrowded putting stress on teachers. Limited resources and strain on schools resulted in many disadvantaged students in repeating grades and even dropping out of school.