OECD (2000)

© OECD 2000
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Table 1.
0. PRE-PRIMARY LEVEL OF EDUCATION Main criteria Auxiliary criteria
Description of ISCED-97 levels, classification criteria, and sub-categories
Initial stage of organised instruction, designed Should be centre or school-based, be designed Pedagogical qualifications for the teaching
primarily to introduce very young children to a to meet the educational and developmental staff; implementation of a curriculum w ith
school-type environment. needs of children at least 3 years of age, educational elements.
and have staff that are adequately trained
(i.e ., qualified) to provide an educational
programme for the children.
ANNEX 3
1. PRIMARY LEVEL OF EDUCATION Main criteria Auxiliary criteria
Normally designed to give students a sound Beginning of systematic studies characteristic In countries where the age of compulsor y
basic education in reading, writing of primary education, e.g . reading, writing attendance (or at least the age at which
and mathematics. and mathematics. Entry into the nationally virtually all students begin their education)
designated primary institutions
or programmes.
The commencement of reading activities alone
is not a sufficient criteria for classification
of an educational programmes at ISCED 1.
comes after the beginning of systematic study
in the subjects noted, the first year
of compulsory attendance should be used
to determine the boundary between ISCED 0
and ISCED 1.
Destination for which
2. LOWER SECONDARY LEVEL OF EDUCATION Main criteria Auxiliary criteria the programmes have been Programme orientation
designed to prepare students
The lower secondary level of education Programmes at the start of level 2 should If there is no clear break-point for this A. Programmes designed 1. Education which is not designed explicitly
generally continues the basic programmes correspond to the point where programmes organisational change, however, then countries t o prepare students for direct to prepare participants for a specific class of
of the primary level, although teaching are beginning to be organised in a more should artificially split national programmes acces s to level 3 in a sequence occupations or trades or for entry into further
is typically more subject-focused, often subject-oriented pattern, using more into ISCED 1 and 2 at the end of 6 years which would ultimately lead vocational/technical education programmes.
employing more specialised teachers who specialised teachers conducting classes of primary education. to tertiary education, that is, Less than 25 per cent of the programme
conduct classes in their field of specialisation. in their field of specialisation. entrance to ISCED 3A or 3B. content is vocationa l or technical.
If this organisational transition point does not In countries with no system break between B. Programmes designed 2. Education mainly designed as an introduction
correspond to a natural split in the boundaries lower secondary and upper secondary to prepare students for direct to the world of work and as preparation
between national educational programmes, education, and where lower secondary access to programmes for further vocational or techn ical education.
then programmes should be split at the point education lasts for more than 3 years, only at level 3C. Does not lead to a labour-ma rket relevant
where national programmes begin to reflect the first 3 years following primary education qualification. Content is at least 25%
this organisational change. should be counted as lower secondary vocational or technical.
education.
C. Programmes primarily designed 3. Education which prepares participants
for direct access to the labour for direct entry, without further training, into
market at the end of this
specific occupations. Successful completion
level (sometimes referred to as of such programmes leads to a labour-market
‘‘terminal’’ programmes).
relevant vocational qualification.
Destination for which
3. UPPER SECONDARY LEVEL OF EDUCATION Main criteria Modular programmes the programmes have been Programme orientation
designed to prepare students
The final stage of secondary education in most National boundaries between lower secondary An educational qualification is earned i n a A. ISCED 3A: programmes 1. Education which is not designed explicitly
OECD countries. Instruction is often more and upper secondary education should be modular programme by combing blocks at level 3 d esigned to provide to prepare participants for a specific class of
organised along subject-matter lines than the dominant factor for splitting levels 2 of courses, or modules, into a programme dire ct access to ISCED 5A. occupations or trades or for entry into further
at ISCED level 2 and teachers typically need and 3. meeting specific curricular requirements. vocational/technical education progra mmes.
to have a higher level, or more
subject-specific, qualification that at ISCED 2.
Less than 25 per cent of the programme
content is vocational or technical.
Admission into educational programmes A single module, however, may not have B. ISCED 3B: programmes 2. Education mainly designed as an introduction
usually require the completion of ISCED 2 a specific educational or labour market at level 3 designed to provide to the world of wo rk and as preparation
for admission, or a combination of basic destination or a particular programme direct access to ISCED 5B. for further vocational o r technical education.
education and life experience that demonstrates orientation. Does not lead to a labour-market relevant
the ability to handle ISCED 3 subject matter. qualification. Content is at least 25%
vocational or technical.
There are substantial differences in the typical Modular programmes should be classified C. ISCED 3C: programmes 3. Education which prepares participants
duration of ISCED 3 programmes both across at level ‘‘3’’ only, without reference to the at level 3 not designed to lead for direc t entry, without further training, into
and between countries, typically ranging from educational or labour market destination directly to ISCED 5A or 5B. specific occupat ions. Successful completion
2 to 5 years of schooling. of the programme. Therefore, these programmes of such programmes leads to a labour-market
lead directly to labour market, relevant vocational qualification.
ISCED 4 programmes or other
ISCED 3 programmes.