<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>

<UL> <LI>Between 2000 and 2009, total expenditure on educational institutions as a percentage of GDP rose by 0.88 percentage point from 5.34% to 6.22%; the increase came from both public and private sources.</LI> <LI>In OECD countries, 16.0% of total educational expenditure for all levels of education came from...</li></li></ul>

<UL> <LI>On average across 15 OECD countries, a 30-year-old male tertiary graduate can expect to live another 51 years, while a 30 year-old man who has not completed upper secondary education can expect to live an additional 43 years. A similar comparison between women in the two educational groups...</li></ul>

<ul> <li> Education has one of the highest shares of innovative jobs for tertiary graduates of all sectors of the economy in Europe, and a higher proportion than in other public sector areas such as health and public administration. </li> <li>Innovation in knowledge or methods is the most common form of...</li></ul>

<ul> <li>The social sciences are the most popular field for non-vocational tertiary education programmes. One in three new students choose a programme in social sciences, business and law. </li> <li>Gender equality has been virtually achieved in many fields of study, especially in social sciences and services...</li></ul>