OECD (2000)

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ANNEX 3 Notes on specific countries See notes on Indicator B1. Ireland: First time undergraduate students benefit from the 1995 Government decision to abolish tuition fees. Graduate students are subject to tuition fees. Therefore are studies at undergraduate and graduate level treated as being in different institutions Notes on interpretation Australia: The value of direct Commonwealth funding to universities has decreased while the value of Commonwealth loans and the value of household payments to universities has increased. This is due changes in the Higher Education Contribution Scheme United Kingdom: See notes on Indicator B3. INDICATOR B3: Public subsidies to households Notes on specific countries See notes on Indicator B1. Canada, Germany: Coverage of subsidies in kind, such as free or reduced-price travel on public transportation systems are excluded. Denmark: Coverage of subsidies in kind, such as free or reduced-price travel on public transportation systems are partially excluded. Ireland: Students in third level education benefit from subsidised travel on the state funded and owned bus and rail systems. The expenditure involved in this subsidy is currently unknown. Students in third level Colleges and Universities can avail of limited on campus medical facilities funded both from central (exchequer) grant and from Registration fees paid by the students themselves. The level of the government funded element in this area is not known. Switzerland: For students from low income background fees for health insurance are public subsidised. This subsidies amouunt to several 10 million Swiss francs and are excluded. Notes on interpretation United Kingdom: The tables and text to this indicator reflect the position in the UK in 1996/97. However, since 1996/97 there have been some very well-publicised changes to the system of student support in the UK. New student support arrangements came into effect in the UK from the start of the 1998/99 academic year. New entrants to tertiary education during that year were, with certain specified exceptions, expected to contribute towards the cost of their tuition. The amount depended on their own and, if appropriate, their parents’ or spouse’s income. The amount available to students through loans was increased to compensate for a reduction in the level of grants. There were further changes to the system of student support in 1999/2000. New entrants in 1999/2000, together with those classed as new entrants in 1998/99, receive support for living costs solely through loans, which will be partly income-assessed. If students have a disability or a specific learning difficulty they may be able to get extra support in the form of a grant, the Disabled Students Allowance; these allowances are not means-tested. INDICATOR B4: Educational expenditure per student See also notes on Indicator B1. General notes Notes on methodology • Reference period For countries for which the financial year and/or the school year does not match the calendar year, corresponding adjustments are needed made. The size of the overall adjustment is minimised by adjusting either the enrolment © OECD 2000 336
ANNEX 3 or the financial data, as appropriate, to accord with the calendar year. For countries in which the financial year closely matches the calendar year but for which the school year is different from the calendar year, the enrolment data are weighted to match the calendar year. For countries in which the school year closely matches the calendar year but in which the financial year is different from the calendar year, the enrolment data remain unchanged but the GDP price deflators mentioned under B1 are used to match the financial data to the calendar year. For countries in which neither the school year nor the financial year matches the calendar year, the enrolment data are weighted to match the financial year and afterwards the above-mentioned GDP price deflators are used to adjust the financial year data to accord with the calendar year. With the change to ISCED-97, data on enrolment for two consecutive years, which are needed for the above adjustments, were not available for all countries. For some countries, therefore, no adjustments were made, i.e. the reference period for the number of students is different from the reference period for the expenditure on education. • Influence of R&D expenditure on tertiary education expenditure Comparisons of expenditure on tertiary education, especially per tertiary student, can be misleading because the figures for universities and other tertiary institutions include substantial expenditure on research. The research share of total tertiary spending varies between countries, partly because of differences in the proportion of total national research and development (R&D) performed by the higher education sector. Another reason why research spending distorts comparison of expenditure per tertiary student is that research outlays have not been included to the same extent in the tertiary expenditure figures of all countries. For example, while some countries have excluded separately funded or separately budgeted research, others, such as Hungary and Sweden, have essentially included all research outlays by institutions of higher education in their tertiary expenditure statistics. A comparison of expenditure per student including and excluding R&D for selected countries is shown in Annex 3 of the 1995 edition of Education at a Glance. The results shown there indicate that research spending accounts for a significant portion of total expenditure on tertiary education. They also show that there is wide variation in the estimated research share of total tertiary expenditure. For the handful of countries that were covered by this comparison, the subtraction of R&D expenditure from tertiary education expenditure reduced the estimated expenditure per student by amounts ranging from 14 to 37 per cent. It follows that international differences in spending per tertiary student shown in this indicator, and in spending on tertiary education as a percentage of GDP shown in Indicator B1, partly reflect differences between countries in the research roles of institutions of higher education. The spending differences do not necessarily reflect differences in the amounts spent per student to support the teaching functions of tertiary institutions. • Estimation of unit costs using the approximation formula The estimates of cumulative expenditure on education over the average duration of tertiary studies were obtained by multiplying annual expenditure per student by an estimate of the average duration of tertiary studies. Using the approximation formula, the latter estimate was approximated by the rate of turnover of the existing stock of enrolments, obtained through the ratio of flow data (entrants and leavers) to the corresponding numbers of students enrolled. The formula D = (S t-1 +S t )/(Z t +A t ) was used for this calculation, where S t is the number of students enrolled at the end of year t, S t-1 is the number of students at the beginning of year t (approximated by the number of students enrolled at the end of the preceding school year), Z t is the number of students who are in their first year of study in year t, and A t is the number of leavers in the school year t (approximated by S t-1 +Z t - S t ). Full-time equivalents have been used to estimate enrolments. The number of entrants to full-time programmes has been used to estimate the inflow. All participants are included, even those who will eventually not obtain a degree. The estimate is based on a number of simplifying assumptions: first, it is assumed that transition ratios are constant over time. Secondly, expenditure for the current reference year is assumed to be representative for the total duration of studies. OECD trend data indicate that real expenditure per student is fairly constant. • Estimation of unit costs using the chain method The estimates of cumulative expenditure on education over the average duration of tertiary studies are obtained by multiplying annual expenditure per student by an estimate of the average duration of tertiary studies. Using the chain method, the duration of study is defined as the sum of the probabilities, for each year of study, that a student who has entered tertiary education will still be enrolled in that year of study. So the duration is 10 ∑ defined as D= qi , where q i is the probability that a student will reach the i-th year of study, i.e., the proportion i= 1 of individuals in the i-th year of study relative to those studying in the first year i-1 years before. With the chain method all conditional probabilities are derived from data of two adjacent years, the reference year and the preceding year. Given the number of students s in the year i of study for the year t and the number of students in the year i-1 of study for the year t-1 the transition rates can be calculated for each year of study as a i,t =s i,t /s i-1,t-1 . The © OECD 2000 337
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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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Ratio of Students to Teaching Staff
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C Access to Education, Participatio
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C1 Overall Participation in Educati
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PARTICIPATION IN AND COMPLETION OF
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C2 Participation in and Completion
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ACCESS TO AND PARTICIPATION IN TERT
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C3 Access to and Participation in T
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C4 Completion of and Dropout from T
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C5 Foreign Students in Tertiary Edu
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© OECD 2000 186 Table C5.3. Number
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C6 Students Receiving Additional Re
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C7 Participation in Skill Improveme
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D The Learning Environment and Orga
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D1 Statutory Salaries of Teachers i
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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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Page 283 and 284: SPECIFIC SITUATION OF THE YOUTH POP
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Page 299 and 300: STUDENT ACHIEVEMENT F International
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OECD (2000)

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