OECD (2000)

More documents

Recommendations

Info

ANNEX 3 INDICATOR F1: Mathematics achievement of students in the 4th and 8th grades Data are based on the Third International Mathematics and Science Study (TIMSS) that was undertaken by the International Association for the Evaluation of Educational Achievement IEA in the school year 1994/95. For details notes see Annex 3 in the 1997 edition of Education at a Glance. INDICATOR F2: Differences in students’ attitudes towards science in the 4th and 8th grades See notes on Indicator F1. For standard errors see Table 7. Table 7. Standard errors for Table F2.2 (1995) Boys Strongly Strongly Strongly Strongly Positive Negative Positive Negative positive negative positive negative Girls Australia 1 4.5 3.8 7.4 9.4 4.4 3.8 7.1 10.4 Austria 1 5.1 5.7 5.6 10.3 6.5 4.1 5.0 9.9 Canada 5.9 5.7 6.7 8.5 3.1 4.4 5.3 7.5 Czech Republic 4.9 3.7 5.9 7.4 4.9 3.9 6.2 12.2 England 2 5.2 5.7 7.6 9.4 4.3 4.0 8.8 10.4 Greece 3.5 6.6 13.0 13.7 3.6 4.6 9.6 8.9 Hungary 1 4.9 4.7 5.0 11.4 4.9 4.1 6.5 13.4 Iceland 5.9 7.3 8.2 9.3 5.0 5.6 11.1 14.4 Ireland 4.9 4.6 5.0 9.4 7.1 4.8 7.1 10.9 Japan 2.5 2.6 6.0 16.5 2.9 2.5 4.2 15.1 Korea 2.9 3.1 6.6 14.7 3.5 2.7 6.6 11.8 Netherlands 1 4.6 5.2 5.4 6.4 5.2 4.8 6.4 9.9 New Zealand 6.9 9.5 10.0 12.1 5.6 6.3 9.9 11.5 Norway 5.7 5.6 9.2 9.4 4.7 4.3 8.8 12.8 Portugal 4.1 6.3 14.0 11.3 4.0 5.4 21.1 10.1 United States 3.6 4.8 6.7 9.5 3.2 4.7 6.4 9.4 Country mean 2.0 2.0 3.6 5.0 1.8 2.0 3.3 5.3 . Countries met TIMSS sampling requirements only partially. . Countries did not meet TIMSS sampling requirements. ource: International Association for the Evaluation of Educational Achievement (IEA)/Third International Mathematics and Science Study (TIMSS), 1994-1995. INDICATOR F3: 4th- and 8th-grade students’ beliefs about performing well in mathematics and achievement in mathematics See notes on Indicator F1. For mean mathematics achievement of 8th-grade students, by gender and beliefs about what is important for success in mathematics, see Table 8. © OECD 2000 364
ANNEX 3 Table 8. Mean mathematics achievement of 8th-grade students, by gender and beliefs about what is important for success in mathematics (1995) Natural ability Good luck Hard work Memorization Boys Girls Boys Girls Boys Girls Boys Girls Australia 2 Agree 527 530 495 494 532 535 524 529 Disagree 538 542 547 551 513 522 545 544 Austria 2 Agree 551 542 523 522 538 531 518 505 Disagree 527 522 553 540 564 555 563 554 Belgium (Fl.) 1 Agree 562 560 532 539 564 564 558 559 Disagree 567 578 573 576 562 590 571 575 Belgium (Fr.) 2 Agree 530 523 491 492 530 526 530 526 Disagree 534 531 544 536 534 533 537 527 Canada Agree 524 525 498 497 522 526 513 514 Disagree 534 537 539 541 554 565 539 542 Czech Republic Agree 574 556 557 546 559 549 540 525 Disagree 563 563 585 577 608 607 592 580 Denmark 2 Agree 514 496 487 465 511 491 509 489 Disagree 492 487 524 506 522 519 519 503 England 1 Agree 508 502 461 464 506 504 492 492 Disagree 517 509 526 520 548 517 534 518 France Agree 535 537 521 514 541 534 544 538 Disagree 551 536 550 542 556 557 528 510 Germany 2 Agree 516 519 480 484 503 500 497 491 Disagree 509 499 524 519 539 550 529 526 Greece 2 Agree 488 481 459 447 490 476 487 474 Disagree 496 478 504 491 498 520 517 506 Hungary Agree 539 539 516 515 529 532 510 510 Disagree 539 532 570 565 571 568 565 563 Iceland Agree 475 462 455 448 488 485 491 486 Disagree 506 497 505 496 504 498 479 495 Ireland Agree 532 521 511 489 537 522 529 513 Disagree 552 524 551 535 522 510 557 538 Japan Agree 607 597 603 599 609 600 607 598 Disagree 619 616 619 601 612 600 638 629 Korea Agree 616 598 603 589 616 599 602 585 Disagree 615 600 634 617 580 533 650 638 Netherlands 2 Agree 545 540 519 510 542 537 529 525 Disagree 546 536 553 547 573 549 566 551 New Zealand Agree 509 493 472 464 512 501 505 493 Disagree 523 519 529 519 523 543 536 531 Norway Agree 507 500 466 460 506 500 506 502 Disagree 506 510 517 511 503 514 507 501 Portugal Agree 458 446 447 436 459 449 454 439 Disagree 467 463 469 460 480 448 471 462 Spain Agree 491 480 481 461 488 481 482 470 Disagree 494 487 500 493 519 505 509 500 Sweden Agree 518 508 488 481 513 512 503 490 Disagree 525 525 533 530 554 546 531 530 Switzerland 1 Agree 551 544 514 505 537 533 528 525 Disagree 547 543 561 554 581 570 564 553 United States 1 Agree 496 490 470 461 501 498 490 488 Disagree 511 506 520 514 511 503 524 512 Country mean Agree 542 537 531 524 538 530 536 530 Disagree 533 522 544 534 541 536 545 532 The data in the rows marked ‘‘agree’’ reflect the mean achievement of students who responded ‘‘agree’’ and ‘‘strongly agree’’. The data in the rows arked ‘‘disagree’’ reflect the mean achievement of students who responded ‘‘disagree’’ and ‘‘strongly disagree’’. . Countries met TIMSS sampling requirements only partially. . Countries did not meet TIMSS sampling requirements. ource: International Association for the Evaluation of Educational Achievement (IEA)/Third International Mathematics and Science Study (TIMSS), 1994-1995. © OECD 2000 365
Page 1 and 2:
Education at a Glance OECD INDICATO
Page 3 and 4:
Centre for Educational Research and
Page 5 and 6:
TABLE OF CONTENTS Name of the indic
Page 7 and 8:
INTRODUCTION THE OECD EDUCATION IN
Page 9 and 10:
Introduction ratios and teaching ho
Page 11 and 12:
Introduction Despite progress in at
Page 13 and 14:
HIGHLIGHTS PARTICIPATION AND ATTAI
Page 15 and 16:
Highlights The higher the level of
Page 17 and 18:
Financial and human resources inves
Page 19 and 20:
Learning environment and organisati
Page 21 and 22:
Reader’s Guide education. The Glo
Page 23 and 24:
RELATIVE SIZE OF THE SCHOOL-AGE POP
Page 25 and 26:
Relative Size of the School-age Pop
Page 27 and 28:
Relative Size of the School-age Pop
Page 29 and 30:
Educational Attainment of the Adult
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
FINANCIAL AND HUMAN RESOURCES INVES
Page 45 and 46:
EDUCATIONAL EXPENDITURE RELATIVE TO
Page 47 and 48:
Educational Expenditure Relative to
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Relative Proportions of Public and
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
PUBLIC SUBSIDIES TO HOUSEHOLDS •
Page 73 and 74:
Public Subsidies to Households At t
Page 75 and 76:
Public Subsidies to Households Char
Page 77 and 78:
Public Subsidies to Households Tax
Page 79 and 80:
Public Subsidies to Households Crit
Page 81 and 82:
Public Subsidies to Households Tabl
Page 83 and 84:
Public Subsidies to Households Tabl
Page 85 and 86:
EDUCATIONAL EXPENDITURE PER STUDENT
Page 87 and 88:
Educational Expenditure per Student
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Educational Expenditure by Resource
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Public Funds by Level of Government
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
RATIO OF STUDENTS TO TEACHING STAFF
Page 119 and 120:
Ratio of Students to Teaching Staff
Page 121 and 122:
Ratio of Students to Teaching Staff
Page 123 and 124:
C Access to Education, Participatio
Page 125 and 126:
C1 Overall Participation in Educati
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
PARTICIPATION IN AND COMPLETION OF
Page 141 and 142:
C2 Participation in and Completion
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
ACCESS TO AND PARTICIPATION IN TERT
Page 153 and 154:
C3 Access to and Participation in T
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
C4 Completion of and Dropout from T
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
C5 Foreign Students in Tertiary Edu
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
© OECD 2000 186 Table C5.3. Number
Page 189 and 190:
C6 Students Receiving Additional Re
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
C7 Participation in Skill Improveme
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
D The Learning Environment and Orga
Page 209 and 210:
D1 Statutory Salaries of Teachers i
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
D2 Pre-service Training Requirement
Page 221 and 222:
Page 223 and 224:
Page 225 and 226:
TEACHING TIME • Teaching time aff
Page 227 and 228:
D3 Teaching Time order to earn a fu
Page 229 and 230:
D3 Teaching Time DEFINITIONS Teach
Page 231 and 232:
D3 Teaching Time Table D3.2. How wo
Page 233 and 234:
TOTAL INTENDED INSTRUCTION TIME FOR
Page 235 and 236:
D4 Total Intended Instruction Time
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
D5 Student Absenteeism POLICY CONT
Page 243 and 244:
DECISION-MAKING ABOUT THE CURRICULU
Page 245 and 246:
D6 Decision-making About the Curric
Page 247 and 248:
D6 Decision-making About the Curric
Page 249 and 250:
COMPUTERS IN SCHOOLS AND THEIR USE
Page 251 and 252:
D7 Computers in Schools and their U
Page 253 and 254:
Page 255 and 256:
Page 257 and 258:
INDIVIDUAL, SOCIAL AND LABOUR MARKE
Page 259 and 260:
LABOUR FORCE PARTICIPATION BY LEVEL
Page 261 and 262:
Labour Force Participation by Level
Page 263 and 264:
Page 265 and 266:
Page 267 and 268:
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Page 275 and 276:
Education and Work Among the Youth
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
SPECIFIC SITUATION OF THE YOUTH POP
Page 285 and 286:
Specific Situation of the Youth Pop
Page 287 and 288:
Specific Situation of the Youth Pop
Page 289 and 290:
EXPECTED YEARS IN EDUCATION AND WOR
Page 291 and 292:
Expected Years in Education and Wor
Page 293 and 294:
EARNINGS AND EDUCATIONAL ATTAINMENT
Page 295 and 296:
Earnings and Educational Attainment
Page 297 and 298:
Earnings and Educational Attainment
Page 299 and 300:
STUDENT ACHIEVEMENT F International
Page 301 and 302:
F1 Mathematics Achievement of Stude
Page 303 and 304:
F1 Mathematics Achievement of Stude
Page 305 and 306:
DIFFERENCES IN STUDENTS’ ATTITUDE
Page 307 and 308:
F2 Differences in Students’ Attit
Page 309 and 310:
F2 Differences in Students’ Attit
Page 311 and 312: 4th- AND 8th-GRADE STUDENTS’ BELI
Page 313 and 314: F3 4th- and 8th-grade Students’ B
Page 319 and 320: ANNEX 1 Table X1.1b. Typical gradua
Page 321 and 322: ANNEX 1 Table X1.2. School years an
Page 323 and 324: ANNEX 2 Table X2.2. Basic reference
Page 325 and 326: Annex 3 SOURCES, METHODS AND TECHNI
Page 327 and 328: Table 1. Description of ISCED-97 le
Page 329 and 330: Table 3. Sources Statistical agency
Page 331 and 332: ANNEX 3 INDICATOR B1: Educational e
Page 333 and 334: ANNEX 3 Czech Republic: Unpublished
Page 335 and 336: ANNEX 3 or the financial data, as a
Page 337 and 338: ANNEX 3 General notes Notes on meth
Page 339 and 340: ANNEX 3 nc courses, with nc > 3, th
Page 341 and 342: ANNEX 3 • Calculation of age at t
Page 343 and 344: ANNEX 3 Notes on specific countries
Page 345 and 346: ANNEX 3 Sources - University surviv
Page 347 and 348: ANNEX 3 Ireland: Bonuses refer to e
Page 349 and 350: ANNEX 3 Table 4. Requirements for p
Page 355 and 356: ANNEX 3 Korea: The School Curriculu
Page 357 and 358: ANNEX 3 documents applying only to
Page 359 and 360: Table 5. Sources Frequency Referenc
Page 361: Table 6. Sources Reference period f
Page 365 and 366: GLOSSARY CONTINUING EDUCATIO
Page 367 and 368: Glossary by the school); boarding f
Page 369 and 370: Glossary tificate, or diploma after
Page 371 and 372: Glossary programme at the beginning
Page 373 and 374: Glossary UNEMPLOYED The unemploye
Page 375 and 376: Contributors to this Publication Ms
Page 377 and 378: Contributors to this Publication Mr
show all

OECD (2000)

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?