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Publish at January 11 2023 Updated January 11 2023

Education at a Glance 2022 - OECD

OECD indicators

Education at a Glance is a benchmark compendium of internationally harmonized indicators on the education systems of the 38 member and partner countries of the OECD (Organization for Economic Cooperation and Development.). Interesting indicators of major trends in education can be found.

Key takeaways from the report.

In OECD countries

  • On average, 83 percent of 3-5 year olds are enrolled in early childhood education and 4 percent are enrolled in primary education. The enrollment rate for 3-5 year olds increased by 8 percentage points between 2005 and 2020.

  • Teachers spend much of their work time doing things other than teaching, such as preparing their lessons and grading their students' papers. In upper secondary education, classroom instruction accounts for less than one-third of teachers' total work time in some countries, but nearly two-thirds in others. Statutory teaching time, however, varies significantly across countries. In upper secondary education, for example, statutory teaching time ranges from 483 hours per year in Poland to 1,248 hours in Costa Rica.

  • The average percentage of 25- to 34-year-olds with tertiary education has increased from 27 percent in 2000 to 48 percent in 2021 in OECD countries.

  • The number of tertiary education graduates has particularly increased among women, who are now a large majority, 57%, compared to 43% of men, among young people (ages 25-34) with bachelor's, master's, or doctoral degrees.

  • In tertiary education, enrollment has increased by 0.4% on average per year and the budget by 1.6% on average per year in real terms since 2012 in OECD countries.

  • The pandemic has forced countries to adopt solutions to digitize teaching and learning in order to catch up during periods when classroom instruction was limited or eliminated altogether. Many of these solutions have been implemented in a hurry, but have proven useful beyond the periods of distance learning. Lessons learned from the adoption of emergency measures during the pandemic also helped facilitate the transition to digital in the education sector

Student-specific recovery measures from COVID-19

In order of occurrence

  • Psychosocial and psychic support for students (counseling, etc.)
  • Increased instructional time (summer school or longer school days/weeks or school year)
  • Referral of students to specialized services as needed
  • Acceleration (curriculum subjects seen more quickly) or tutoring (on-site or distance) or financial assistance for tutoring
  • Early detection of students at risk of dropping out
  • Revision of curriculum for a subject or grade
  • Social mobilization campaigns Social mobilization campaigns to encourage re-enrollment
  • Automatic re-enrollment of students
  • Personalized learning programs (computer or paper-based)
  • Providing financial incentives to students or families to encourage reschooling in disadvantaged areas
  • Strengthening the lunchroom (providing free or reduced-price meals)
  • Grouping students by proficiency level, not age, for targeted instruction

Teacher-specific stimulus measures due to COVID-19 (2021/22 or 2022)

  • Training of teachers in supporting student wellness and mental health
  • Structured pedagogy (teacher training with distribution of guides, lesson plans, and instructional materials)
  • Psychosocial and psychic support for teachers (training, self-help groups)
  • Recruitment of staff with expertise in supporting student wellness and mental health


Read the report online

Download the report: OECD (2022), Education at a Glance 2022 : OECD indicators, OECD Publishing, Paris
https://read.oecd.org/10.1787/8b532813-fr?format=pdf

https://doi.org/10.1787/8b532813-fr


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