EDUCATION AT A GLANCE 2020: IMPLICATIONS FOR THE U.S.

September 8, 2020

#OECDEAG

OECD Indicators 2020Education at a Glance

United StatesAndreas Schleicher

The long shadows of school closures

By the end of June, schools across the OECD had experienced some form of closure lasting an average of 14 weeks Figure D1.4

Number of countries with school closures due to COVID19

10505

10152025303540

Num

ber o

f cou

ntrie

s

Nationwide Localised

OECD countries

Non-OECD countries

By the end of June, the duration of school closure hadvaried from 7 weeks in Iceland to 19 weeks in China

Number of weeks of school closure by country between 17 February and 30 June 2020

Includes educational institutions from early childhood education to tertiary education. School closures can be nationwide or localised for some levels of education only and/or for some subnational entities. Scheduled school breaks and public holidays are not deducted from the number of weeks of school closure.

02468

101214161820

Icel

and

New

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land

Esto

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Nor

way

Aust

riaIs

rael

Den

mar

kAu

stra

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itzer

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Swed

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ance

Japa

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oven

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rea

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D a

vera

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exic

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23 a

vera

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gent

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nia

Luxe

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urg

Net

herla

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Pola

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ium

Can

ada

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iaBr

azil

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zech

Rep

ublic

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an F

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Rep

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i Ara

bia

Gre

ece

Portu

gal

Indi

aG

erm

any

Uni

ted

King

dom

Uni

ted

Stat

esIta

lyNum

ber o

f wee

ks o

f sch

ool c

losu

re

Lost individual income due to Corona-induced learning loss

Present value of lost GDP due to Corona-induced learning loss (average 1/3 school year lost)

-Bn $16,000

-Bn $14,000

-Bn $12,000

-Bn $10,000

-Bn $8,000

-Bn $6,000

-Bn $4,000

-Bn $2,000

Bn $0

Source:HanushekandWoessmann(OECD,2020)

Students’ and teachers’ ICT skills were critical to maintain educational continuity as schools shifted to online learning.

Before the pandemic, just over half of teachers let their students frequently or always use ICT for projects or class work

TALISTable I.2.1

Percentage of lower secondary teachers who “frequently” or “always” let students use ICT for projects or class work

0

10

20

30

40

50

60

70

80

90

100

Den

mar

kN

ew Z

eala

ndAus

tral

iaColo

mbi

aRus

sia

Mex

ico

Turk

eyAlb

erta

(Can

ada)

Chi

leSw

eden

Lith

uani

aU

nite

d S

tate

sPo

rtug

alRom

ania

Icel

and

OEC

D a

vera

ge-3

1Is

rael

Spai

nN

ethe

rlan

ds

Finl

and

Saud

i Ara

bia

Latv

iaH

ungar

ySl

ova

k Rep

ublic

Ital

yEU

tota

l-23

Esto

nia

Braz

ilEn

gla

nd (U

K)So

uth

Afric

a-

Flem

ish

Com

m. …

Slove

nia

Fran

ceCze

ch R

epub

licAus

tria

Kore

aBe

lgiu

mSh

angha

i (Chi

na)

Japan

%

Teachers themselves do not rely heavily on distance learning for their own professional development Figure A7.6

.

Percentage of lower secondary teachers who participated in selected types of professional development (2018)

0102030405060708090

100

Lith

uani

aLa

tvia

Slov

enia

Aust

ralia

Aust

riaEs

toni

aN

ethe

rland

sBe

lgiu

m F

l.Al

berta

(Can

ada)

New

Zea

land

Turk

eyR

ussi

an F

eder

atio

nIc

elan

dC

zech

Rep

ublic

Isra

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nite

d St

ates

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OEC

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vera

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rea

Chi

nese

Taip

eiEn

glan

d (U

K)Sh

angh

ai (C

hina

)Sw

eden

Nor

way

Den

mar

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udi A

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ain

Sout

h Af

rica

Finl

and

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gal

CAB

A (A

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²Br

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ium

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Chi

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exic

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ance

Japa

nFr

ench

Com

m. …

%

Courses/seminars attended in person Peer and/or self-observation and coaching as part of a formal school arrangementOnline courses/seminarsFormal qualification programme¹

The pandemic may place significant strains on education funding

Private expenditure is at risk, particularly in countries that rely heavily on household expenditure Figure C3.2.b

Distribution of public and private expenditure on tertiary educational institutions (2017)

0102030405060708090

100

Col

ombi

aD

enm

ark

Finl

and

Luxe

mbo

urg

Nor

way

Icel

and

Aust

riaSw

eden

Slov

enia

Belg

ium

Gre

ece

Esto

nia

Ger

man

yPo

land

Turk

eyFr

ance

EU a

vera

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Rep

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D a

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Slov

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thua

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Mex

ico

Spai

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Portu

gal

Italy

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Aust

ralia

Chi

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nite

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ates

Japa

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nite

d Ki

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m

All private sources Expenditure from other private entities Household expenditure Public expenditure%

On average, each USD invested in tertiary education generates a public benefit of USD 3 for a man and USD 2 for a woman Figure A5.5

.

Financial benefits for each equivalent USD invested in tertiary education for men and women (2017)

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10

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In equivalent USDconverted using PPPs

Man Woman

The crisis has impacted the internationalization of tertiary education.

In 2018, 5.6 million tertiary students worldwide had crossed a border to study, more than twice the number in 2005 Figure B6.1

Growth in international or foreign enrolment in tertiary education worldwide (1998 to 2018)

0.00.51.01.52.02.53.03.54.04.55.05.56.0

1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018

Millions of students OECD Non-OECD

Total, 5.6

Non-OECD, 1.7

OECD, 3.9

Countries with a large share of international students may see a greater impact… Figure B6.4

Incoming student mobility in tertiary education, by level of study (2018)

0

10

20

30

40

50

Luxe

mbo

urg

Aust

ralia

New

Zea

land

Uni

ted

King

dom

Switz

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done

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% All tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent86

…particularly in countries where foreign students pay higher tuition fees than domestic ones Table C5.1

Annual average (or most common) tuition fees for bachelor's programmes charged by tertiary institutionsto national and foreign students (2017/18)

0

5 000

10 000

15 000

20 000

25 000

30 000

Engl

and

(UK)

**

Uni

ted

Stat

es**

Chi

le

Can

ada

Japa

n

Aust

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Kore

a

New

Zea

land

Latv

ia

Irela

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Isra

el

Net

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Spai

n

Portu

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Switz

erla

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Aust

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Belg

ium

Fl.*

Belg

ium

Fr.

Fran

ce

Ger

man

y

Den

mar

k

Finl

and*

Gre

ece

Nor

way

Slov

ak R

epub

lic

Slov

enia

Swed

en

In USD converted using PPPs

National students Foreign students

*Tuition fees may apply for students outside EU/EEA area**Reference year 2016/17

Professions with vocational qualifications have formed the backbone of

economic and social life during the lockdown.

Employment advantage of vocational skills Figure A3.2

Employment rates, by age group, educational attainment and programme orientation (2019)

0

10

20

30

40

50

60

70

80

90

100

25-34 year-olds 35-44 year-olds 45-54 year-olds 55-64 year-olds

Below upper secondaryUpper secondary or post-secondary non-tertiary (general orientation)Upper secondary or post-secondary non-tertiary (vocational orientation)Short-cycle tertiaryBachelor's, master's or doctoral or equivalent

%

Work experience while studying increases employment prospects Figure A3.3

Employment rate of 25-34 year-olds who attained vocational upper secondary or post-secondary non-tertiary education, by type of work experience while studying (2016)

40

50

60

70

80

90

100

Switz

erla

nd

Aust

ria

Nor

way

Latv

ia

Slov

enia

Hun

gary

Belg

ium

Cze

ch R

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lic

Ger

man

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Slov

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lic

Net

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Swed

en

Pola

nd

Esto

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Aver

age

Den

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k

Uni

ted

King

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Portu

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Spai

n

Lith

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a

Irela

nd

Fran

ce

Italy

Gre

ece

Finl

and

Turk

ey

Icel

and

% No work experience Apprenticeship Mandatory traineeship Work outside the curriculum

However, only one in three VET students participate in combined school- and work-based programmes on average Figure B7.6

Distribution of upper secondary vocational students by type of vocational programme (2018)

0102030405060708090

100

Cos

ta R

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Nor

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Switz

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ark

Hun

gary

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School-based programmes Combined school- and work-based programmes%

The expansion of tertiary education is a worldwide trend.

A bachelor’s degree is the most common level of tertiary attainment across countries Figure A1.6

.

Share of 25-34 year-olds with tertiary education, by level of tertiary education (2019)

01020304050607080

Lith

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rica

Short-cycle tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent%

A bachelor’s degree is the most common level of tertiary attainment across countries Figure A1.6

.

Share of 25-34 year-olds with tertiary education, by level of tertiary education (2019)

01020304050607080

Lith

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Short-cycle tertiary Bachelor's or equivalent Master's or equivalent Doctoral or equivalent%DistrictofColumbia76%

NewMexico32%

Higher educational attainment is associated with higher incomes Figure A4.2

Relative earnings of tertiary-educated adults compared to earnings of adults with an upper secondary education (2018)

80100120140160180200220240

Braz

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All tertiary Short-cycle tertiary Bachelor's or equivalent Master’s, Doctoral or equivalent

Beyond the economic and employment outcomes, higher educational attainment brings greater social benefits Figure A6.4

Percentage of adults who feel they have a say in what the government does, by educational attainment (2016 or 2018)

0102030405060708090

100

Nor

way

Kore

a

New

Zea

land

Swed

en¹

Uni

ted

Stat

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Icel

and¹

Aver

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Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary

International Social Survey Programme (ISSP) (2016)

%

Early childhood education and care (ECEC) has experienced a surge of policy attention in

OECD countries in recent decades.

Enrolment of 3-5 year-olds in pre-primary or primary education rose from 75% in 2005 to 88% in 2018, on average Figure B2.2

Change in enrolment rates of children aged 3 to 5 years (2005, 2010 and 2018)

0102030405060708090

100

Fran

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land

Isra

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2018 2010 2005%Connecticut75%

RhodeIsland50%

A third of children under 3 are enrolled in early childhood education and care and other registered ECEC services Figure B2.1

Enrolment rates of children under the age of 3 in early childhood education and care, by age (2018)

0102030405060708090

100

Kore

a

Icel

and

Isra

el

Nor

way

Den

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New

Zea

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Swed

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Portu

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Aust

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Under the age of 3 Under the age of 1 Age 1 Age 2%

Expenditure on 3-5 year-olds in education as a share of GDP has fallen in half of OECD countries between 2013 and 2017 Figure B2.4

Expenditure on children aged 3 to 5 enrolled in ECEC (ISCED 0) and primary education as a percentage of GDP (2013 and 2017)

0.0

0.2

0.4

0.6

0.8

1.0

1.2

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2017 2013% of GDP

Spending on education

Spending on education institutions ranges from 3% of GDP in Luxembourg to more than 6% in Norway Figure C2.1

Total expenditure on educational institutions as a percentage of GDP (2017)

0

1

2

3

4

5

6

7

Nor

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All tertiary Primary, secondary, and post-secondary non-tertiary%

OECD countries spent an average of USD 11 200 per student on primary to tertiary education in 2017 Figure C1.1

Total expenditure on primary to tertiary educational institutions per full-time equivalent student, by source of funds (2017)

0

5 000

10 000

15 000

20 000

25 000

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Public expenditure on all educational institutions Private expenditure on all educational institutionsEquivalent USD

Between 2012 and 2017, education expenditure grew by 1.4% per year on average, while the number of students remained stable Figure C1.4

Average annual growth in total expenditure on primary to tertiary educational institutions per full-time equivalent student (2012 to 2017)

- 4

- 2

0

2

4

6

8

Hun

gary

Icel

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o

Students Total expenditure Total expenditure per student%

OECD countries allocate on average 8% of their total education spending from primary to tertiary level to capital expenditure Figure C6.1

Share of capital expenditure, by type of institution (2017)

02468

101214161820

Kore

aN

orw

ayTu

rkey

Gre

ece

Latv

iaJa

pan

Isra

elN

ethe

rland

sAr

gent

ina

Finl

and

Uni

ted

Stat

esC

anad

aAu

stra

liaLu

xem

bour

gH

unga

ryEs

toni

aR

ussi

an F

eder

atio

nC

zech

Rep

ublic

Fran

ceO

ECD

ave

rage

Slov

enia

EU a

vera

geG

erm

any

Pola

ndAu

stria

Den

mar

kLi

thua

nia

Spai

nC

hile

Irela

ndSl

ovak

Rep

ublic

Belg

ium

Icel

and

Swed

enC

osta

Ric

aPo

rtuga

lU

nite

d Ki

ngdo

mM

exic

oBr

azil

Italy

Private institutions Public institutions%

In many countries teachers’ salaries are still low… Figure D3.1.a

Lower secondary teachers' actual salaries relative to earnings for tertiary-educated workers (2019)

0.0

0.5

1.0

1.5

2.0

2.5

Cos

ta R

ica

Lith

uani

a

Portu

gal

Ger

man

y

Finl

and

Engl

and

(UK)

Isra

el

Fran

ce

Aust

ralia

Esto

nia

OEC

D a

vera

ge

EU a

vera

ge

Slov

enia

Net

herla

nds

Swed

en

New

Zea

land

Irela

nd

Belg

ium

Fl.

Aust

ria

Den

mar

k

Belg

ium

Fr.

Chi

le

Gre

ece

Pola

nd

Nor

way

Slov

ak R

epub

lic

Italy

Hun

gary

Cze

ch R

epub

lic

Uni

ted

Stat

es

Teachers' actual salaries relative to earnings for tertiary-educated workers

School heads' actual salaries relative to earnings for tertiary-educated workers

Ratio of salary

Contribution of various factors to salary cost of teachers per student in public institutions, primary education (2018) Figure D2.4

-3 000

-2 000

-1 000

0

1 000

2 000G

erm

any

Switz

erla

ndN

orw

ayAu

stria

Belg

ium

Fl.

Aust

ralia

Belg

ium

Fr.

Can

ada

Slov

enia

Irela

ndN

ethe

rland

sIc

elan

dSp

ain

Uni

ted

Stat

esPo

rtuga

lIta

lyFi

nlan

dJa

pan

Gre

ece

Pola

ndC

osta

Ric

aIs

rael

Chi

leH

unga

ryFr

ance

Lith

uani

aEs

toni

aC

olom

bia

Turk

eyC

zech

Rep

ublic

Mex

ico

Slov

ak R

epub

licLa

tvia

Contribution of theoretical class sizeContribution of teaching timeContribution of instruction timeContribution of teachers' salaryDifference of salary cost of teachers per student from OECD average

USD converted using PPPs

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