Education at a glance. OECD indicators 2005.

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Institution	OECD
Titel	Education at a glance. OECD indicators 2005. Titel in anderen Sprachen: Bildung auf einen Blick. OECD-Indikatoren 2005.
Quelle	Paris (2005), 435 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	92-64-01190-0; 978-92-64-01190-8; 978-92-64-01191-5
DOI	10.1787/eag-2005-en
Schlagwörter	Bildung; Bildungsbeteiligung; Bildungschance; Bildungsexpansion; Chancengleichheit; Bildungssystem; Bildungsertrag; Sekundarstufe II; Primarbereich; Sekundarbereich; Lehrer; Schulleistung; Sozialer Indikator; Ausgaben; Investition; Lohn; Berufsbildung; Hochschulbildung; Studium; Auslandsstudium; Weiterbildung; Erwachsenenbildung; Internationaler Vergleich; Geschlechterverteilung; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung); Ausland
Abstract	"Education and lifelong learning today play a critical role in the development of our economies and societies. Human capital has long been identified as a key factor in driving economic growth and improving economic outcomes for individuals, while evidence is growing of its influence on non-economic outcomes including health and social inclusion. Education at a Glance 2005 provides a collection of indicators on the performance of education systems. While the focus is on the 30 OECD countries, the indicators also include an increasing level of coverage of partner countries from throughout the world. The indicators look at who participates in education, what is spent on it, how education and learning systems operate and a wide range of outcomes ranging from how well secondary school children can solve problems to the effect of education on adults' chances of employment. New material in this edition includes: a presentation of the results of the 2003 survey of the Programme for International Student Assessment (PISA) in Indicators A4, A5 and A6, focusing on the mathematics performance of 15-year-olds; data on earnings distribution by levels of education in Indicator A9; evidence of non-economic outcomes of education in Indicator A10; comparisons of the participation of labour force members in continuing education and training in Indicator C6; an analysis of student learning time out of school in Indicator D1; data on the effect on student performance of the status (public or private) of a school in Indicator D5; and, in Indicator D6, data on whether secondary school systems differentiate among students when organising learning and what impact that has on student performance. Key findings of this edition are as follows: - More people are studying for longer, but tertiary graduation rates vary widely; - Student performance varies widely across and between countries, both in curriculumlinked disciplines like mathematics and in students' wider capacity to solve problems; - Clear returns to education can be measured in terms of individual job prospects, individual earnings and overall economic growth; - Spending on education is rising, but not always as fast as GDP; - Private spending on education is substantial in some areas, but resources for education continue to depend heavily on the allocation of public budgets; - Educational expectancy has continued to rise, and most young people can now expect to undertake some tertiary education during their lives; - Students crossing borders represent a growing and changing feature of enrolment in tertiary education; - Participation in continuing education and training of people in the labour force varies markedly between countries; - Young adults combine working and learning in different ways, but a substantial number are spending time doing neither; - Educational inputs can be measured not just by how many hours children learn and in what size classes, but also by learning outside the classroom; - Teachers' pay and contact time varies greatly across countries, and the pay structure is in some cases changing; - Different types of schools and school systems perform differently, but the effect of these structural differences needs to be interpreted carefully." Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch; empirisch-quantitativ; Querschnitt. Die Untersuchung bezieht sich auf den Zeitraum 1995 bis 2003. (author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2006/3