<ul> <li>Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period. </li> <li>Few students in high-performing school systems skip classes or days of school. </li> <li>For students in OECD...</li></ul>

<ul> <li> Attendance in pre-primary education is associated with better student performance later on. </li> <li>Fifteen-year-old students in 2012 were more likely than 15-year-olds in 2003 to have attended at least one year of pre-primary education. </li> <li>The gap in pre-primary attendance rates between...</li></ul>

Information and communication technologies revolutionise not only the speed at which information can be transmitted, but also how information is conveyed and received. Technological innovations have a profound effect on the types of skills that are demanded in today's labour markets and the...

<ul> <li> Across OECD countries, the median age students first graduated from university fell by 6 months between 2005 and 2011. </li> <li>The median age of first graduation ranges from around 22 in Belgium and the United Kingdom to over 27 in Iceland and Israel. </li> <li>The percentage of part-time students has...</li></ul>

<UL> <LI>In some countries, an increasing number of young people are neither in employment, nor in education or training (NEET). A high proportion of NEETs is an indicator of a difficult transition between school and work. </LI> <LI>Higher educational attainment eases the transition into employment. </LI> <LI>Demographic...</li></li></li></ul>

<ul> <li>In an economically uncertain world, countries must balance the need for austerity with the need to invest in building a high-quality workforce. </li> <li>There is only a weak relationship between spending per student and tertiary attainment rates – the same level of spending can produce very different...</li></ul>

<UL> <LI>In OECD countries, the average class size at the lower secondary level is 23 students, but there are significant differences between countries, ranging from over 32 in Japan and Korea to 19 or below in Estonia, Iceland, Luxembourg, Slovenia and the United Kingdom.</LI> <LI>Class size, together with...</li></li></ul>

<ul> <li> Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research. </li> <li> The number of advanced research qualifications being...</li></ul>

<ul> <li> Students in OECD countries are expected to receive a total of 7 751 hours of instruction on average during their primary and lower secondary education – the bulk of that time is compulsory. </li> <li>In general, the higher the level of education, the greater the number of instruction hours a year. </li>...</li></ul>

<ul> <li>One-third of the population of OECD countries hold an upper secondary vocational education and training (VET) qualification as their highest educational attainment, and it is estimated that nearly half will graduate from a VET programme in their lifetime. </li> <li>Keeping up with technology...</li></ul>