Ponemos aquí a disposición de los interesados la más reciente versión (en inglés) de Panorama de la Educación (2008), la principal fuente de indicadores educacionales comparados –en todos los niveles– y de análisis sobre el desempeño de los sistemas de alrededor de 40 países (incluyendo a Chile). Este informe es preparado anualmente por la OECD y consta de 525 páginas.

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Presentación

Governments are paying increasing attention to international comparisons as they search for effective policies that enhance individuals’ social and economic prospects, provide incentives for greater efficiency in schooling, and help to mobilise resources to meet rising demands. As part of its response, the OECD Directorate for Education devotes a major effort to the development and analysis of the quantitative, internationally comparable indicators that it publishes annually in Education at a Glance. These indicators enable educational policy makers and practitioners alike to see their education systems in the light of other countries’ performances and, together with OECD’s country policy reviews, are designed to support and review the efforts that governments are making towards policy reform.

Education at a Glance addresses the needs of a range of users, from governments seeking to learn policy lessons to academics requiring data for further analysis to the general public wanting to monitor how its nation’s schools are progressing in producing world-class students. The publication examines the quality of learning outcomes, the policy levers and contextual factors that shape these outcomes, and the broader private and social returns that accrue to investments in education.

Education at a Glance is the product of a long-standing, collaborative effort between OECD governments, the experts and institutions working within the framework of the OECD’s indicators of education systems (INES) programme and the OECD Secretariat. The publication was drafted by the Indicators and Analysis Division of the OECD Directorate for Education, under the responsibility of Andreas Schleicher, in co-operation with Etienne Albiser, Eric Charbonnier, Michael Davidson, Bo Hansson, Corinne Heckmann, Ben Jensen, Karinne Logez, Diana Toledo Figueroa, Sophie Vayssettes and Jean Yip. Administrative support was provided by Cécile Bily and Sandrine Meireles, and editorial support was provided by Elisabeth Villoutreix.

The development of the publication was steered by INES National Co-ordinators in member countries and facilitated by the financial and material support of the three countries responsible for co-ordinating the INES Networks – the Netherlands, Sweden and the United States. The members of the various bodies as well as the individual experts who have contributed to this publication and to OECD INES more generally are listed at the end of the book.

While much progress has been accomplished in recent years, member countries and the OECD continue to strengthen the link between policy needs and the best available internationally comparable data. In doing so, various challenges and trade-offs must be faced. First, the indicators need to respond to educational issues that are high on national policy agendas, and where the international comparative perspective can offer important added value to what can be accomplished through national analysis and evaluation. Second, while the indicators need to be as comparable as possible, they also need to be as country-specific as is necessary to allow for historical, systemic and cultural differences between countries. Third, the indicators need to be presented in as straightforward a manner as possible, while remaining sufficiently complex to reflect multi-faceted educational realities. Fourth, there is a general desire to keep the indicator set as small as possible, but it needs to be large enough to be useful to policy makers across countries that face different educational challenges.

The report is published on the responsibility of the Secretary-General of the OECD.

Índice

Chapter A

Indicator A1: To what level have adults studied?
Indicator A2: How many students finish secondary education and access tertiary education ?
Indicator A3: How many students finish tertiary education?
Indicator A4: How many students complete of and drop-out from tertiary education?
Indicator A5: What can 15-year-olds do in science?
Indicator A6: What is the socio-economic background of 15-year-olds and the role of their parents? Indicator A7: Does their parents’ socio-economic status affect students’ participation in higher education?
Indicator A8: How does participation in education affect participation in the labour market?
Indicator A9: What are the economic benefits of education?
Indicator A10: What are the incentives to invest in education?

Chapter B

Indicator B1: How much is spent per student?
Indicator B2: What proportion of national wealth is spent on education?
Indicator B3: How much public and private investment is there in education?
Indicator B4: What is the total public spending on education?
Indicator B5: How much do tertiary students pay and what public subsidies do they receive?
Indicator B6: On what services and resources is education funding spent?
Indicator B7: How efficiently are ressources used in education?

Chapter C

Indicator C1: How prevalent are vocational programmes?
Indicator C2: Who participates in education?
Indicator C3: Who studies abroad and where?
Indicator C4: How successful are students in moving from education to work?
Indicator C5 : Do adults participate in training and education at work?

Chapter D

Indicator D1: How much time do students spend in the classroom?
Indicator D2: What is the student-teacher ratio and how big are classes?
Indicator D3: How much are teachers paid?
Indicator D4: How much time do teachers spend teaching?
Indicator D5: What is the impact of evaluations and assessments within education systems?
Indicator D6: Who makes the decisions in education systems?
Indicator D7 (Web only): Who are the teachers?