OECD (2000)

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Completion of and Dropout from Tertiary Education Tertiary graduates are those who obtain a tertiary-type A or tertiarytype B qualification or equivalent in the specified reference year. This indicator distinguishes between different categories of tertiary qualifications: i) first qualifications at the tertiary-type B level; ii) first tertiary-type A qualifications; iii) second university qualifications (ISCED 5A); and iv) advanced research degrees of doctorate standard. For some countries, these distinctions are not always clear and data are not available for the categories requested. In such cases, the country has assigned graduates to the most appropriate category. University-level degrees at the ISCDE 5A level are also subdivided in accordance with the total theoretical duration of studies at the level of ISCED 5A, to allow for comparisons that are independent of differences in national degree structures (see above). Data on graduates refer to 1997/98 and are based on the UOE data collection on education statistics and the World Education Indicators Pilot Project, administered in 1999 (details can be found in Annex 3). Table C4.2 generally presents net graduation rates. In the case of countries that are able to provide information on graduates by single year of age, this rate is calculated as the sum of age-specific graduation rates. The net graduation rate can be interpreted as the percentage of people within a virtual age cohort who obtain a tertiary qualification, thus being unaffected by changes in population size or typical graduation age. Gross graduation rates are presented for those countries that cannot provide such detailed data. Net graduation rates are less affected by changes in the population size over time, but gross graduation rates have been tested for their robustness against demographic changes over time before being compared with net graduation rates in this publication. In order to calculate gross graduation rates, countries identify the age at which graduation typically occurs. The graduates themselves, however, may be of any age. The number of graduates is then divided by the population at the typical graduation age (see Annex 1). In many countries, defining a typical age of graduation is difficult, however, because graduates are dispersed over a wide range of ages. C4 Table C4.4 shows the percentage distribution of qualifications among women by subject categories. Tertiary graduates who receive their qualification in the reference year are divided into categories based on their subject of specialisation. These figures cover graduates from all of the university levels reported in Table C4.2 (columns B-G). The comparability of the results depends heavily on the extent to which countries are able to apply consistent subject definitions in accordance with ISCED (Annex 3). There is still considerable variation between countries in the way in which educational programmes are classified by field of study. © OECD 2000 171
C4 Completion of and Dropout from Tertiary Education Table C4.1. Rates of survival at the university-level tertiary education Number of years required Year of Year of Survival Dropto complete Method Source reference entrance rate out rate a typical programme ustralia 1996 1994 3 Cross-section cohort OECD database 65 35 ustria 1996 1989 7 Cross-section cohort National calculation 53 47 elgium (Fl.) 1996 ~ ~ Cross-section cohort OECD database 63 37 zech Republic 1995 1992 4 Cross-section cohort OECD database 79 21 enmark 1995 ~ ~ Synthetic cohort National calculation 67 33 inland 1996 1985 5 True cohort National calculation 75 25 rance 1995 1991 5 Cross-section cohort OECD database 55 45 ermany 1995 1990 6 Cross-section cohort OECD database 72 28 ungary 1997 ~ 3, 4 or 5 Weighted cross-section National calculation 77 23 reland 1995 1992 4 Cross-section cohort OECD database 77 23 taly 1996 1991 6 Cross-section cohort OECD database 35 65 apan 1995 1992 4 Cross-section cohort OECD database 90 11 exico 1996 1992 5 Cross-section cohort National calculation 68 32 etherlands ~ ~ ~ True cohort National calculation 70 30 ew Zealand 1995 1992 4 Cross-section cohort OECD database 76 24 ortugal 1993 1991 3 Cross-section cohort OECD database 49 51 witzerland 1996 1991 6 Cross-section cohort OECD database 74 30 urkey 1995 1992 4 Cross-section cohort OECD database 55 45 nited Kingdom 1996 ~ ~ Weighted cross-section National calculation 81 19 nited States 1994 1990 4 True cohort National calculation 63 37 ote: All data according to ISCED-76. ource: National Surveys and OECD Education Database. See Annex 3 for notes. © OECD 2000 172
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Education at a Glance OECD INDICATO
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Centre for Educational Research and
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TABLE OF CONTENTS Name of the indic
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INTRODUCTION THE OECD EDUCATION IN
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Introduction ratios and teaching ho
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Introduction Despite progress in at
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HIGHLIGHTS PARTICIPATION AND ATTAI
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Highlights The higher the level of
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Financial and human resources inves
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Learning environment and organisati
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Reader’s Guide education. The Glo
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RELATIVE SIZE OF THE SCHOOL-AGE POP
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Relative Size of the School-age Pop
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Relative Size of the School-age Pop
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Educational Attainment of the Adult
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FINANCIAL AND HUMAN RESOURCES INVES
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EDUCATIONAL EXPENDITURE RELATIVE TO
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Educational Expenditure Relative to
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Relative Proportions of Public and
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PUBLIC SUBSIDIES TO HOUSEHOLDS •
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Public Subsidies to Households At t
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Public Subsidies to Households Char
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Public Subsidies to Households Tax
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Public Subsidies to Households Crit
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Public Subsidies to Households Tabl
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Public Subsidies to Households Tabl
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EDUCATIONAL EXPENDITURE PER STUDENT
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Educational Expenditure per Student
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Educational Expenditure by Resource
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Public Funds by Level of Government
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RATIO OF STUDENTS TO TEACHING STAFF
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Ratio of Students to Teaching Staff
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D2 Pre-service Training Requirement
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TEACHING TIME • Teaching time aff
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D3 Teaching Time order to earn a fu
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D3 Teaching Time DEFINITIONS Teach
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D3 Teaching Time Table D3.2. How wo
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TOTAL INTENDED INSTRUCTION TIME FOR
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D4 Total Intended Instruction Time
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D5 Student Absenteeism POLICY CONT
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DECISION-MAKING ABOUT THE CURRICULU
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D6 Decision-making About the Curric
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D6 Decision-making About the Curric
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COMPUTERS IN SCHOOLS AND THEIR USE
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D7 Computers in Schools and their U
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INDIVIDUAL, SOCIAL AND LABOUR MARKE
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LABOUR FORCE PARTICIPATION BY LEVEL
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Labour Force Participation by Level
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Education and Work Among the Youth
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SPECIFIC SITUATION OF THE YOUTH POP
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Specific Situation of the Youth Pop
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Specific Situation of the Youth Pop
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EXPECTED YEARS IN EDUCATION AND WOR
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Expected Years in Education and Wor
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EARNINGS AND EDUCATIONAL ATTAINMENT
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Earnings and Educational Attainment
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Earnings and Educational Attainment
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STUDENT ACHIEVEMENT F International
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F1 Mathematics Achievement of Stude
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F1 Mathematics Achievement of Stude
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DIFFERENCES IN STUDENTS’ ATTITUDE
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F2 Differences in Students’ Attit
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F2 Differences in Students’ Attit
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4th- AND 8th-GRADE STUDENTS’ BELI
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F3 4th- and 8th-grade Students’ B
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ANNEX 1 Table X1.1b. Typical gradua
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ANNEX 1 Table X1.2. School years an
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ANNEX 2 Table X2.2. Basic reference
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Annex 3 SOURCES, METHODS AND TECHNI
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Table 1. Description of ISCED-97 le
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Table 3. Sources Statistical agency
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ANNEX 3 INDICATOR B1: Educational e
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ANNEX 3 Czech Republic: Unpublished
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ANNEX 3 or the financial data, as a
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ANNEX 3 General notes Notes on meth
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ANNEX 3 nc courses, with nc > 3, th
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ANNEX 3 • Calculation of age at t
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ANNEX 3 Notes on specific countries
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ANNEX 3 Sources - University surviv
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ANNEX 3 Ireland: Bonuses refer to e
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ANNEX 3 Table 4. Requirements for p
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ANNEX 3 Korea: The School Curriculu
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ANNEX 3 documents applying only to
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Table 5. Sources Frequency Referenc
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Table 6. Sources Reference period f
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ANNEX 3 Table 8. Mean mathematics a
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GLOSSARY CONTINUING EDUCATIO
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Glossary by the school); boarding f
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Glossary tificate, or diploma after
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Glossary programme at the beginning
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Glossary UNEMPLOYED The unemploye
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Contributors to this Publication Ms
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Contributors to this Publication Mr
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OECD (2000)

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