online education

Commencement charges are at file highs and extra must be finished to develop vocational schooling and coaching, says the OECD

03/10/2022 –

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The proportion of young adults with tertiary qualifications in OECD countries reached a record high of 48% among 25-34 year-olds in 2021, down from just 27% in 2000, due to growing demand for advanced skills in labor markets According to the OECD report, Korea (69.3%) and Canada (66.4%) have the highest proportions of 25-34 year olds with tertiary education.

The 2022 edition of Education at a Glance also reports that this increase has been particularly pronounced among women, who now make up 57% of all 25-34 year olds with a college degree, compared to 43% for men.

“The dramatic increase in educational attainment offers us a unique opportunity to boost economic and social progress in our countries,” said OECD Secretary-General Mathias Cormann. “It is vital that countries continue to innovate in education and improve their education systems so that everyone can reap the benefits of a good education and acquire the skills needed to succeed. »

University degrees are a great advantage for young people in the labor market. In 2021, the average unemployment rate for tertiary-educated people in OECD countries was 4%, compared with 6% for those with upper secondary education and 11% for those with lower second-cycle education. In addition, among full-time workers, tertiary graduates earn, on average, about 50% more than upper secondary graduates and almost twice as much as those without a secondary education.

It would also be easier for adults with higher education to use new technologies to improve their quality of life. For example, 71% of 55-74 year olds with a college degree have used online or video calls to stay in touch with family and friends and to avoid social contact during the pandemic. The rates were highest in the Netherlands (84%) and Norway (83%). In contrast, only 34% of adults in this age group with less than upper secondary schooling reported making online or video calls.

Despite the benefits of a college degree, many students do not complete their studies. Only 39% of undergraduate students receive their diploma within the timeframe set by their education. Success rates for men are particularly low in all OECD countries. On average, men are 11 percentage points less likely than women to complete their studies within the theoretical training period.

Expenditure per student in higher education has increased despite the increase in enrollments. Since 2012, the number of tertiary students in the OECD area has increased by 0.4% per year, but spending on higher education institutions has increased by 1.6% per year in real terms over the same period. This situation has resulted in an increase in average real expenditure per student of 1.2% per year.

But higher education is not the best option for all students and more needs to be done to develop vocational education and training (VET). According to the report, in order to make VET the first choice of students and not the guide of last choice, new pathways between upper secondary VET and higher VET must be developed to give VET graduates the opportunity to pursue additional qualifications later to acquire.

The 2022 edition of Education at a Glance also includes an analysis of the impact of the COVID-19 pandemic on education and the resulting accelerated use of digital teaching and learning tools. More than half of the 27 countries for which data are available plan to continue making greater use of digital tools in lower secondary education. Around half of OECD countries have changed their regulatory or institutional frameworks during the pandemic to facilitate access to digital learning.

Most countries have also funded the purchase of digital tools for classroom and distance learning and training teachers to use them. However, the report notes that countries need to strengthen the culture of innovation in education to reap the full benefits of digital transformation. To do this, they need to improve their institutional and regulatory frameworks, especially with regard to digital education, as well as public procurement in the field of education, in order to adapt more quickly to the possibilities of digital technologies and create stronger incentives for innovation in the private sector. This process also includes equipping teachers with the skills to use digital tools in the classroom, thereby contributing to their own professional development.

The report views on education presents comparable national statistics measuring educational attainment worldwide. This report examines the education systems of the 38 member countries of the OECD, plus South Africa, Saudi Arabia, Argentina, Brazil, China, India and Indonesia.

More information on views on educationincluding country notes and key dates, are available at: https://www.oecd.org/en/education/education-views/.

Journalists are asked to contact the OECD Director for Education and Skills, Andreas Schleicher (tel: +33 1 45 24 18 97) or the OECD Media Division (tel: +33 1 45 24 97 00).

Working with more than 100 countries, the OECD is an international policy forum dedicated to promoting policies aimed at safeguarding individual liberties and enhancing the economic and social well-being of people around the world.

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