Ayer se dio a conocer la nueva versión de Education at a Glance, el compendio anual de estadisticas de la OCDE. Como en estos dias me encuentro fuera del Pais, me apoyo en en un par de comentarios de A. Usher, de Canada, para introducir esta materiasobre laque habremos de volver muchas veces en los próximos meses.
La reflexión de Usher en la nota a continuación es aun mas valida para el caso de Chile.
(Mas abajo ver Tabla de Contenidos)
 
Education at a Glance
September 13, 2011
 
By the time you read this, the first headlines should be coming through from Paris on the 2011 version of OECD’s annual publication, Education at a Glance (EAG). We’ll be taking a deeper look at some of the statistics tomorrow and over the coming weeks, but today I wanted to offer some thoughts on the product itself. 
 
Over the 16 years since EAG was first published, it has had a considerable effect on policy-making around the world. By drawing direct comparisons between national systems, OECD has kick-started an entire policy sub-culture around benchmarking national outcomes. Canada, however, has had difficulty taking advantage of this explosion of comparative data, because of the difficulty adapting our education data – which is designed for our own policy purposes – to the somewhat abstract categories that OECD uses to make data from such varied countries comparable. 
 
There’s been a lot of hysteria over this last point over the years. Back when the Canadian Council on Learning was still around (ok, they technically still exist, but have you seen what they’ve been putting out since their funding got nuked?) the annual EAG release would reliably be accompanied with anguished wails from CCL, going on about how Statistics Canada’s inability to produce comparable data was depriving the country of much of this benchmarking goodness and turning us into some third world backwater. 
 
Slowly, however, Statistics Canada has been getting better at this, so tomorrow’s EAG may have more Canada in it that have previous editions. But just remember as you read the press coverage that there are an awful lot of caveats and simplifications that go into EAG in order to make vastly different education systems comparable. For instance, population educational attainment- a measure on which Canada traditionally does very well – is calculated based on labour force survey questionnaires which use different questions in different countries. So is Canada really the best educated country, or do we just have slack labour force survey questions?
 
Caveat lector.
 
— Alex Usher

Table of contents:
Foreword
Editorial
Introduction
Reader’s Guide
CHAPTER A. THE OUTPUT OF EDUCATIONAL INSTITUTIONS AND THE IMPACT OF LEARNING
Indicator A1. To what level have adults studied?
-A1.1a. Educational attainment: Adult population 2009
-A1.2a. Population with at least upper secondary education 2009
-A1.3a. Population with tertiary education 2009
-A1.4.   Trends in educational attainment, 25-64 year-olds 1997-2009
Indicator A2. How many students finish secondary education?
-A2.1. Upper secondary graduation rates 2009
-A2.2. Trends in graduation rates 1995-2009
-A2.3. Post-secondary non-tertiary graduationrates 2009
-A2.4. Successful completion of upper-secondary programmes, by gender and programme orientation
Indicator A3. How many students finish tertiary education?
-A3.1. Graduation rates at tertiary level 2009
-A3.2. Trends in tertiary graduation rates 1995-2009
-A3.3. Graduation rate at different tertiary levels, impact of international/foreign students 2009
-A3.4. Structure of tertiary education: Main programme blocks 2009
Indicator A4. To which fields of education are students attracted?
-A4.1a. Distribution of upper secondary vocational graduates, by field of education and gender 2009
-A4.2a. Distribution of new entrants into tertiary programmes, by field of education 2009
-A4.3a. Percentage of tertiary qualifications awareded to women in tertiary-type A and advanced research programmes, by field of education 2000, 2009
-A4.4. Distribution of enrolment in tertiary programmes by field of education, 2009
-A4.5. Distribution of international and foreign students enrolled in tertiary programmes, by field of education, 2009
-A4.6. Science-related graduates among 25-34 year-olds in employment, by gender 2009
Indicator A5. Does student background affect student performance?
-A5.1. Socio-economic background and reading performance
-A5.2. Percentage of students by immigrant status and their reading performance
-A5.3. Percentage of resilient students and disadvantaged low achievers among all students by gender
Indicator A6. Are students who enjoy reading better readers?
-A6.1. Index of enjoyment of reading and reading performance, by national quarters of this index
-A6.2. Percentage of students and reading performance, by time spent reading for enjoyment
-A6.3. Reading diverse materials and performance
-A6.4. Percentage of students and reading performance, by whether students spend any time reading for enjoyment and gender
Indicator A7. How does educational attainment affect participation in the labour market?
-A7.1a. Employment rates and educational attainment, by gender 2009
-A7.2a. Unemployment rates and educactional attainment, by gender 2009
-A7.3a. Trends in employment rates of 25-64 year-olds, by educaitonal attainment 1997-2009
-A7.4a. Trends in unemployment rates of 25-64 year-olds by educational attainment 1997-2009
-A7.5. Proportion of individuals with earnings from employment workng on a full-time basis (2009 or latest available year)
-A7.6. Size and labour outcomes of vocational education and training 2009
Indicator A8. What are the earnings premiums from education?
-A8.1. Relative earnings of the population with income from employment 2009
-A8.2a. Trends in relative earnings: Total population 1999-2009
-A8.2b. Trends in relative earnings: Men 1999-2009
-A8.2c. Trends in relative earnings: Women 1999-2009
-A8.3a. Differences in earnings between men and women (2009 or latest available year)
-A8.3b. Trends in differences in earnings between men and women, 1999-2009
Indicator A9. What are the incentives to invest in education?
-A9.1. Private net present value and internal rate of return for an individual obtaining upper-secondary or post-secondary non-tertiary education, 2007 or latest available year
-A9.2. Public net present value and internal rate of return for an individual obtaining upper-secondary or post-secondary non-tertiary education, 2007 or latest available year
-A9.3. Private net present value and internal rate of return for an individual obtaining tertiary education, 2007 or latest available year
-A9.4. Public net present value and internal rate of return for an individual obtaining tertiary education, 2007 or latest available year
Indicator A10. How expensive are graduates to hire?
-A10.1. Annual labour costs, full-time gross earnings and annual net income by ISCED levels, USD, 25-64 year-olds, 2009 or latest available year
-A10.2. Annual labour costs, full-time gross earnings and annual net income by ISCED levels, USD, 25-34 year-olds, 2009 or latest available year
-A20.4. Annual labour costs, full-time gross earnings an dannual net income by ISCED levels, USD, 45-54 year-olds, 2009 or latest available year
Indicator A11. What are the social outcomes of education?
-A11.1. Proportion of adults voting, volunteering and satisfied with life, by level of education, 2008
-A11.2. Civic engagement, by students’ level of civic knowledge, 2009
-A11.3. Incremental differences in adult voting, volunteering and life satisfaction associated with an increase in the level of educational attainment 2008
CHAPTER B. FINANCIAL AND HUMAN RESOURCES INVESTED IN EDUCATION
Indicator B1. How much is spent per student?`
-B1.1a. Annual expenditure per student by educational institutions for all services, 2008
-B1.2. Annual expenditure per student, by educational institutions on core services, ancillary services and R&d 2008
-B1.3a. Cumulative expenditure per student by educational institutions for all services over the average duration of tertiary studies 2008
-B1.4. Annual expenditure per student by educational institutions for all services relative to GDP per capita 2008
-B1.5. Change in expenditure per student by educational institutions for all services, by type of programme, at the secondary level, 2008
-B1.6. Annual expenditure per student by educational institutions for all services, by type of programme, at the secondary level, 2008
Indicator B2. What proportion of national wealth is spent on education?
-B2.1. Expenditure on educational institutions as a percentage of GDP, by level of education, 1995, 2000, 2008
-B2.2. Expenditure on educational institutions as a percentage of GDP, by level of education 2008
-B2.3. Expenditure on educational institutions as a percentage of GDP, by source of fund and level of education, 2008
Indicator B3. How much public and private investment in education is there?
-B3.1. Relative proportions of public and private expenditure on educational institutions for all levels of education, 2000, 2008
-B3.2a. Relative proportions of public and private expenditure on educational institutions, as a percentage, by level of education, 2000, 2008
-B3.2b. Relative proportions of public and private expenditure on educational institutions, as a percentage, for tertiary education, 2000, 2008
-B3.3. Trends in relative proportions of public expenditure on educational institutions and index of change between 1995 and 2008 for tertiary education
-B3.4. Annual public expenditure on educaitonal institutions per student, by type of institution 2008
Indicator B4. What is the total public spending on education?
-B4.1. Total public expenditure on education, 1995, 2000, 2008
-B4.2. sources of public educational funds, before and after transfers, by level of government for primary, secondary and post-secondary non-tertiary education 2008
Indicator B5. How much do tertiary students pay and what public subsidies do they receive?
-B5.1. Estimated annual average tuition fees charged, by tertiary-type A educational institutions for national students (academic year 2008-9)
-B5.2. Distribution of financial aid to students compared to the amount of tuition fees charged in tertiary type-A education (academic year 2008-9)
-B5.3. Public subsidies for households and other private entities as a percentage of total public expenditure on education and GDP, for tertiary education 2008
Indicator B6. On what resources and services is education funding spent?
-B6.1. Expenditure on educational institutions by service category as a percentage of GDP 2008
-B6.2a. Expenditure by educational institutions by resource category in primary and secondary education 2008
-B6.2b. Expenditure by educational institutions by resource category and level of education 2008
Indicator B7. Which factors influence the level of expenditure?
-B7.1. Contribution, in USD, of various factors to salary cost per student at the primary level of education
-B7.2. Contribution, in USD, of various factors to salary cost per student at the lower secondary level of education 2008
-B7.3. Contribution, in USD, of various factors to salary cost per student at the upper secondary level of education 2008
CHAPTER C. ACCESS TO EDUCATION, PARTICIPATION AND PROGRESSION
Indicator C1. Who participates in education?
-C1.1a. Enrolment rates, by age 2009
-C1.2. Trends in enrolment rates 1995-2009
-C1.3. Secondary enrolment patterns 2009
-C1.4. Students in primary and secondary education, by type of institution or mode of enrolment 2009
-C1.5. Studnets in tertiary education, by type of institution ormode of enrolment 2009
Indicator C2. How many students will enter tertiary education?
-C2.1. Entry rates into tertiary education and age distribution of new entrants
-C2.2. Trends in entry rates at the tertiary level 1995-2009
Indicator C3. Who studies abroad and where?
-C3.1. International and foreign students in tertiary education 2000, 2004, 2009
-C3.2. Distribution of international and foreign students in tertiary education by country of origin 2009
-C2.3. Citizens studying abroad in tertiary education, by country of destination 2009
-C2.4. Distribution  of international and foreign students in tertiary education, by level and type of tertiary education 2009
-C2.5. Trends in the number of foreign students enrolled outside their country of origin by region of destination 2000 to 2009
Indicator C4. Transition from school to work: Where are the 15-29 year-olds?
-C4.1a. Expected years in education and not in education for 15-29 year-olds 2009
-C4.2a. Percentage of young people in education and not in education by age group 2009
-C4.2d. Percentage of 15-29 year-olds in education and not in education by level of education 2009
-C4.3. Percentage of the cohort population not in education and unemployed 2009
-C4.4a. Trends in the percentage of young people in education and not in education 1997-2009
Indicator C5. How many adults participate in education and learning?
-C5.1a. Participation rates, hours of instruction per participant, per adult and expected hours in non-formal education and in job-related non-formal education, annual hours actually worked, and ration of hours in job-related non-formal education to hours worked 2008
-C5.1b. Participation rate and expected hours in job-related non-formal education, by educational attainment 2007
-C5.2a. Hours of instruction per participant and per adult, in all non-formal educaion and in job-related non-formal education by educational attainment and labour force status, 2007
-C5.3a. Participation in formal and non-formal education, by type of education and educational attainment, 2007
-C5.4a. Proportion of individuals who have looked for and found information, by educational attainment 2007
CHAPTER D. THE LEARNING ENVIRONMENT AND ORGANISATION OF SCHOOLS
Indicator D1. How much time do students spend in the classroom?
-D1.1. Compulsory and intended instruction time in public institutions 2009
-D1.2a. Instruction time per subject as a percentage of total compulsory instruction time for 9-11 year-olds 2009
-D1.2b. Instruction time per subject as a percentage of total compulsory instruction time for 12-14 year-olds 2009
Indicator D2. What is the student-teacher ratio and how big are classes?
-D2.1. Average class size by type of institution and by level of education 2009
-D2.2. Ratio of students to teaching staff in educational institutions 2009
-D2.3. Ration of students to teaching staff by type of institution 2009
Indicator D3. How much are teachers paid?
-D3.1. Teachers’ salaries 2009
-D3.2. Teachers’ salaries and pre-service teacher training requirements 2009
-D3.3. Trends in teachers’ salaries between 1995 and 2009
-D3.4. Trends in the ratio of teachers’ salaries to GDP per capita 2000-2009
-D3.5a. Decisions on payments for teachers in public institutions 2009
Indicator D4. How much time do teachers spend teaching?
-D4.1. Organisation of teachers’ working time 2009
-D4.2. Number of teaching hours per year 2000, 2005-9
Indicators D5. How are schools held accountable?
-D5.1a. National examinations at the lower secondary level 2009
-D5.2a. National assessments at the lower secondary level 2009
-D5.3. Regulatory accountability: Domains in which public schools are expected to submit compliance-related reports 2009
-D5.4a. School inspection at the lower secondary level 2009
-D5.5. Existence of school choice options and financial incentives for school choice 2009
Indicator D6. How equal are educational outcomes and opportunities?
-D6.1. Percentage of potentially vulnerable students, age 15 (PISA 2009)
-D6.2. Index of social inclusion (PISA 2009)
-D6.3. Reading scores below PISA proficiency level 3, age 15 (PISA 2009)
-D6.4. Reading scores below PISA proficiency level 2, age 15 (PISA 2009)
-D6.5. Student does not value schooling outcomes (PISA 2009)
-D6.6. Student attends school with negative student-teacher relations (PISA 2009)
ANNEX 1. CHARACTERISTICS OF EDUCATIONAL SYSTEMS
-X1.1a. Upper secondary graduation rate: Typical graduation ages and method used to calculate graduation rates 2009
-X1.1b. Post-secondary non-tertiary graduation rates: Typical graduation ages and method used to calculate graduation rates 2009
-X1.1c. Tertiary graduation rate: Typical graduation ages and method used to calculate graduation rates 2009
-X1.1d. Tertiary entry rate: Typical age of entry and method used to calculate entry rates 2009
-X1.2a. School year and financial year used for the calculation of indicators, OECD countries
-X1.2b. School year and financial year used for the calculation of indicators, other G20 countries
-X1.3. Summary of completion requirements for upper secondary programmes
ANNEX 2. REFERENCE STATISTICS
-X2.1. Overview of the economic context, 2008
-X2.2a. Basic refernece statistics, 2008
-X2.2b. Basic reference statistics, 1995 and 2000
-X2.3a. Teachers’ salaries in national currency 2009
-X2.3b. Teachers’ salaries in equivalent euros 2009
-X2.3c. Trends in teachers’ salaries by level of education
-X2.3d. Reference statistics used in the calculation of teachers’ salaries
ANNEX 3. SOURCES, METHODS AND TECHNICAL NOTES
-References
-Contributors to this publication
-Related OECD publications