OECD (2000)

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ANNEX 3 Luxembourg: Net enrolment rates by single year of age are underestimated since they only include those students who attend a public or publicly-funded school in Luxembourg. Students who are residents of Luxembourg but attend either a non-publicly funded school in Luxembourg or a school in a neighbouring country are excluded. INDICATOR C2: Participation in and completion of secondary education General notes Notes on methodology In order to calculate gross graduation rates countries identify the age at which graduation typically occurs. The graduates themselves, by contrast, may be of any age. To estimate gross graduation rates, the number of graduates is divided by the population at the typical graduation age (Annex 1). In many countries, defining a typical age of graduation is difficult because ages of graduates vary. Typical graduation ages are shown in Annex 1. The unduplicated count of all ISCED 3 graduates gives the number of persons that graduate in the reference period from any ISCED 3 programme for the first time, i.e., students who did not obtain an ISCED 3 (A, B or C) qualification in previous reference periods. For example, students who graduated from ISCED 3A programmes in the period of reference but obtained a short ISCED 3C graduation in an earlier year should (correctly) be reported as ISCED 3A graduates, but must be excluded from the unduplicated count of graduates in column 2 of Table C2.2. Similar cases may occur with the reporting of vocational and general programmes. See also notes on Indicator C1. Notes on specific countries Coverage Hungary: The number of upper secondary graduates includes all those enrolled in the last year of study. As a consequence, the number of graduates is overestimated because of double counting of repeaters and inclusion of those students who fail. Sweden: For graduates from vocational programmes, only the gymnasium is included; adult education is excluded. Notes on interpretation Belgium (Flemish Community): Graduation rates are subject to bias for three reasons: i) presence of double counting, particularly for part-time programmes; ii) diplomas in part-time programmes are awarded to students whose age is much higher than the typical age; and iii) many diplomas are awarded to students aged over 18 or 19 years. ISCED3C short programmes are excluded from the upper secondary graduation rates in order to reduce double counting. Sweden: National schools for adults and students in schools for the mentally retarded are not separated into general or vocational. Thus, general and vocational do not add up to the total number of students. Sources: For OECD countries see Indicator B1. For WEI participants See Indicator C1. INDICATOR C3: Access to and participation in tertiary education General notes See also notes on Indicator C1. Notes on methodology • Calculation of net entry rates The net entry rates given in Table C3.1 represent the proportion of persons of a synthetic age cohort who enter a certain level of tertiary education at one point during their lives. The net entry rates are defined as the sum of net entry rates for single ages. The total net entry rate is therefore the sum of the proportions of new entrants at Tertiarytype level A and B aged i to the total population aged i, at all ages. Since data by single year are only available for ages 15 to 29, the net entry rates for older students are estimated from data for 5-year age bands. © OECD 2000 342
ANNEX 3 • Calculation of age at the 25th, 50th and 75th percentiles The ages given for the 25th, 50th and 75th percentiles are linear approximations from data by single year of age. The i-th percentile is calculated as follows: let age k be the age for which less than i per cent of new entrants are younger than k years of age and more than i per cent are younger than k +1. Let P (
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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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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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Page 299 and 300: STUDENT ACHIEVEMENT F International
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OECD (2000)

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