An Introduction to OECD International Tertiary Education Indicators

By: Material type: TextTextPublication details: OECD, ParisEdition: States of Higher Education 2015-16 Sarrico, C. McQueen, A. and Samuelson, S. (eds.)Description: 14 pagesSubject(s): Online resources: Summary: The scope and number of international education indicators have been increasing uninterrupted since the 1970s, while at the same time the variety of policy interests that they serve has similarly increased. The set of indicators has expanded together with the number of data sources and methodologies employed to calculate them, aided by the continuous improvement in the underlying classifications of education systems internationally. The flagship OECD publication, Education at a Glance, for instance, started with 151 pages in its first edition in 1992; grew to 384 pages in its tenth anniversary edition in 2002; and reached 564 pages in its latest edition in 2015. It takes more than 'a glance' nowadays to get a comprehensive picture of education systems worldwide. It is therefore understandable that many users find it increasingly difficult to orient themselves in the expanding collections of international education statistics. This chapter presents an overview of OECD international education statistics, including an introduction to their history (Section 2) and the way they are collected (Section 3). It also describes two possible sources of confusion for users who are unaccustomed to the complexity of the OECD education database: differences in the definitions or in the data sources used to calculate similar indicators. These differences are exemplified by the indicator on mobility in higher education and by the calculation of employment rates (Section 4). The focus of the chapter is on tertiary education. However, as it is difficult to see developments in tertiary education statistics in isolation from the developments occurring for other levels of education, it is often necessary to widen the perspective. It should be noted that the term 'tertiary education' refers to the levels of education following secondary education and includes what is commonly understood as academic education as well as advanced vocational or professional education (UNESCO-UIS, 2012). It is therefore interchangeable with the term 'higher education' for the purposes of this discussion.
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The scope and number of international education indicators have been increasing uninterrupted since the 1970s, while at the same time the variety of policy interests that they serve has similarly increased. The set of indicators has expanded together with the number of data sources and methodologies
employed to calculate them, aided by the continuous improvement in the underlying classifications of education systems internationally. The flagship OECD publication, Education at a Glance, for instance, started with 151 pages in its first edition in 1992; grew to 384 pages in its tenth anniversary edition in 2002; and reached 564 pages in its latest edition in 2015. It takes more than 'a glance' nowadays to get a
comprehensive picture of education systems worldwide. It is therefore understandable that many users find it increasingly difficult to orient themselves in the expanding collections of international education statistics.
This chapter presents an overview of OECD international education statistics, including an introduction to their history (Section 2) and the way they are collected (Section 3). It also describes two possible sources of confusion for users who are unaccustomed to the complexity of the OECD education database: differences in the definitions or in the data sources used to calculate similar indicators. These differences
are exemplified by the indicator on mobility in higher education and by the calculation of employment rates (Section 4).
The focus of the chapter is on tertiary education. However, as it is difficult to see developments in tertiary education statistics in isolation from the developments occurring for other levels of education, it is often necessary to widen the perspective.
It should be noted that the term 'tertiary education' refers to the levels of education following secondary education and includes what is commonly understood as academic education as well as advanced vocational or professional education (UNESCO-UIS, 2012). It is therefore interchangeable with the term 'higher education' for the purposes of this discussion.

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