Education

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Latvians can expect to go through 17.8 years of education between the ages of 5 and 39, slightly more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Latvia, 90% of adults aged 25-64 have completed upper secondary education, much higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Latvia scored 494 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In South Africa, 65% of adults aged 25-64 have completed upper secondary education, lower than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school. No data are available for South Africa, but evidence from other OECD countries suggests that the best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Increasing education resources

The Accelerated Schools Infrastructure Development Initiative (ASIDI) programme was a one-off project to upgrade the infrastructure of 400 schools. The programme was expanded to address shortages of learning materials such as textbooks. Between 2013/14 and 2014/15 the share of learners with access to required textbooks in all grades and subjects increased from 92% to close to 100% coverage. Gauteng province has also committed to expanding the use of technology in education. It has started a pilot using smart boards, tablets and the requisite connectivity in selected schools in poor areas. Smart board technology is also available for grade 12 teaching in all public schools in the province.

Teacher shortages are a longstanding problem in South Africa. To encourage more students into the teaching profession, the Funza Lushaka bursary programme for teaching studies has been increased by just under ZAR 100 million. This has supported the entry of nearly 10 000 newly qualified teachers into the system since 2013.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money.

Australians can expect to go through 19.2 years of education between the ages of 5 and 39, more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Australia, 77% of adults aged 25-64 have completed upper secondary education, close to the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Australia scored 512 in reading literacy, maths and sciences, higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Improving mental health and well-being of students

KidsMatter encourages partnerships between education, early childhood, and health and community sectors to improve children's mental health and well-being.

KidsMatter Early Childhood is run in preschools, kindergartens and long day care services. This programme supports early childhood education and care practice and connects educators, children, families, management, and community and health professionals.

KidsMatter Primary uses a whole-school approach to develop and implement evidence-based mental health promotion, prevention and early intervention strategies. The framework consists of four key areas: positive school community; social and emotional learning for students; parenting support and education; and early intervention for students experiencing mental health difficulties.

Initially piloted in 101 schools in 2007-08, KidsMatter has been expanded after an evaluation found a general improvement in student mental health and well-being, including optimism, coping skills, and behaviours. Teacher capacity and knowledge were also enhanced, providing greater support for children and their families.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money.

Austrians can expect to go through 17.1 years of education between the ages of 5 and 39, slightly less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Austria, 83% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students’ reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Austria scored 500 in reading literacy, maths and sciences, slightly higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Helping youth stay in school

Austria's Youth Coaching programme helps kids stay in school and re-engages those who have already left. Youth Coaches help participants set targets and offer support services such as consultations and educational counselling. External experts such as social workers and psychologists are also consulted when necessary. These support services are available to young people in their ninth school year, youth not in employment, education or training (NEETs) under the age of 19, and young people with a disability or special educational needs under the age of 25. The programme is organised in a three-step process that must be completed within one year.

Though still in its trial phase, Youth Coaching is functioning as a useful hub for carers. Of the participants in the programme, only 7% have dropped out and 85% have successfully achieved outcomes in line with their goals. More harmonisation of the programme and better outreach methods are needed to improve the programme.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Belgians can expect to go through 18.8 years of education between the ages of 5 and 39, more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Belgium, 74% of adults aged 25-64 have completed upper secondary education, lower than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Belgium scored 509 in reading literacy, maths and sciences, higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Brazilians can expect to go through 15.7 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Brazil, 46% of adults aged 25-64 have completed upper secondary education, much less than the OECD average of 76%. 

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Brazil scored 402 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Teaching financial literacy

Teaching financial literacy in schools is an important part of the Brazilian National Strategy on Financial Education (ENEF). Following a successful pilot, it is being integrated into the high school curriculum in an approach that incorporates case studies on financial literacy within mathematics, language/literature, science, sociology and other disciplines. Evaluation of the pilot study in 891 high-schools across six states found that the average level of financial proficiency, financial autonomy and attitude to savings was higher among students receiving such education. There was also an impact on the students’ families, with an increase in financial knowledge among parents and more families drafting a household budget. The government will also pilot financial education in primary schools.

Rewarding good teachers

Pernambuco and Rio de Janeiro have introduced schemes to reward good teachers. If proven successful, such initiatives could be scaled up nationally in order to improve the quality of teachers and learning in Brazil.

Pernambuco's teacher bonus programme rewards performance rather than subject knowledge, and does this at the school- rather than at the individual-level. School improvement targets are set each year and schools that achieve at least 50% of their targets receive a bonus proportional to their performance. For example, in schools that attain 75% of their targets, teaching and non-teaching staff will receive 75% of the average bonus (pro-rated by salary level). Once again, in-depth evaluations of the programme are on-going, but initial results suggest that schools with more ambitious targets achieved more progress and that learning levels across the state improved significantly.

Rio de Janeiro adopted a bonus programme similar to Pernambuco's, which also sets school-level improvement targets as the basis for awarding monetary rewards. In addition, however, Rio's programme imposes strong sanctions for teacher absence: employees with more than five absences during the school year would not be eligible to receive the bonus. 

 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Canadians can expect to go through 16.4 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Canada, 90% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Canada is a top-performing OECD country in reading literacy, maths and sciences with the average student scoring 522. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Supporting disadvantaged students

Canadian students perform well despite their socio-economic status, first language or whether they are native Canadians or recent immigrants. Targeted programmes have been successful supporting vulnerable populations attain higher levels of education.

For example, the Pathways to Education Program helps youth from underprivileged communities complete secondary education. Parents, community agencies, volunteers, local school boards and secondary schools work collaboratively to provide four main types of support: academic tutoring, group and career mentoring, advocacy, and financial aid.

In 2001, Pathways to Education was launched as a pilot in Toronto's Regent Park neighbourhood. By 2013, the programme expanded to an additional 12 neighbourhoods, including Aboriginal communities. A 2010 evaluation of the first five cohorts to participate in Pathways found that dropout rates fell from an exceptionally high 56% to less than 11.7%. Other positive results include reduced absenteeism rates, increased representation in the academic stream, and higher graduation and postsecondary education rates. In 2011/12, the amount of Pathways graduates enrolled in postsecondary education grew to 75%, compared to 61% of non-participants from the same neighbourhood. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Chileans can expect to go through 17.1 years of education between the ages of 5 and 39, slightly less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Chile, 61% of adults aged 25-64 have completed upper secondary education, less than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Chile scored 436, lower than the OECD average of 497 and one of the lowest rates in the OECD. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Investing in youth

Despite improvements in enrolment rates – nearly all children aged 5-17 are in school – performance and access to quality education is uneven. Chile's government has taken important measures to invest more in early childhood education and care, make schools more inclusive and reshape teacher careers. It is also promoting policies to improve access to quality tertiary education for students from medium and low socio-economic backgrounds. Recent education reforms aim to create better opportunities for vulnerable populations. Key objectives include: building more inclusive schools; reshaping teachers' careers; strengthening early childhood education and care; increasing the quality of primary, secondary and tertiary education; and reducing skill gaps across socio-economic groups.

A law making kindergarten universal was enacted in 2013, and the government has made expanding early childhood education a high priority. The recently passed Inclusion and Equity Law stops the selection of student by public and private subsidised schools, a practice that disproportionately placed students from lower socio-economic backgrounds in poor performing schools. The law also disallows for-profit schools, eliminates co-payments, and increases funding for vulnerable students using a voucher system. The cessation of these practices is expected to narrow inequities by improving access to quality education.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Czechs can expect to go through 17.4 years of education between the ages of 5 and 39, slightly close to the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In the Czech Republic, 93% of adults aged 25-64 have completed upper secondary education, much higher than the OECD average of 76% and the highest rate across OECD countries. 

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in the Czech Republic scored 500 in reading literacy, maths and sciences higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Danes can expect to go through 19.6 years of education between the ages of 5 and 39, more than the OECD average of 17.5 years and one of the highest levels across OECD countries.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Denmark, 80% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students’ reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Denmark scored 498 in reading literacy, maths and sciences, above the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Employers shaping education for labour needs

In Denmark the social partners play an active role in defining new courses and programmes and in advising on existing professional programmes. The Council of Academy Profession Programmes and Professional Bachelor Programmes can advise the Ministry of Science, Innovation and Higher Education on a wide range of issues, including qualification needs. The board includes up to 21 members, including representatives of various industry and employer organisations, trade unions, regions and local governments.

The social partners may also be represented in the educational advisory committees which the institutions set up within the various disciplines of their programmes. The committees advise on the quality and relevance of existing and future programmes of study. This local involvement helps to ensure that the content of individual vocational programmes meets the demands of the labour market and that qualifications are recognised in business and industry.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Estonians can expect to go through 17.8 years of education between the ages of 5 and 39, slightly more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Estonia, 91% of adults aged 25-64 have completed upper secondary education, much higher than the OECD average of 76% and one of the highest rates across OECD countries.

 But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Estonia is a top-performing OECD country in reading literacy, maths and sciences with the average student scoring 526. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Life-long learning

Estonia's Life-Long Learning Strategy 2014-2020 fixes measurable targets in areas such as life-long learning participation, the number of people with vocational qualifications, digital skills, the use of digital technology and equal opportunities. Progress is also measured by targets in labour market outcomes and numeracy and literacy skills. Multiple programmes are expected to work together to achieve these targets.

It is too early to examine successes as programmes are still being developed and implemented. A nation-wide survey will be conducted to measure satisfaction every two years. The Strategy is expected to spur learning opportunities for people with weak labour market performance.  Plans include changes in: assessment and evaluation principles, teacher training, content and volume of education programmes, and educational research. The government will work in co-operation with employers to better match skills learned at school to employer needs. The Adult Education Act sets quality standards and increases the visibility of adult training. The legislative base for launching a co-ordinated system that includes future skills forecasting and matching with labour market needs was also created.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Most concretely, having a good education greatly improves the likelihood of finding a job and earning enough money. Finns can expect to go through close to 19.8 years of education between the ages of 5 and 39, more than the OECD average of 17.5 years and the highest level across OECD countries.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Finland, 87% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Finland is a top-performing OECD country in reading literacy, maths and sciences with the average student scoring 529. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Highly respected teachers

The trust that teachers enjoy in Finnish society is deserved and reflects the very high quality of their training. Finland has raised the social status of its teachers to a level where there are few occupations with higher status. University professors are among the most highly regarded of all professionals, and even the word for teacher is the same for school teachers as for university professors. In 2010, there were more than 10 applicants for each of the 660 available slots on university courses for training primary schoolteachers, making teaching one of the most sought-after professions.

As a result of this competitive climate, teaching is now a highly selective occupation in Finland, with highly skilled, well-trained teachers spread throughout the country. While teachers in Finland have always enjoyed respect in society, a combination of raising the bar for entry and granting teachers greater autonomy over their classrooms and working conditions than their peers enjoy elsewhere has helped to raise the status of the profession. Teachers have earned the trust of parents and the wider society by their demonstrated capacity to use professional discretion and judgment in the way they manage their classrooms and respond to the challenge of helping virtually all students become successful learners.

Since the 1980s, the Finnish system of accountability was redeveloped entirely from the bottom up. Teacher candidates are selected, in part, according to their capacity to convey their belief in the core mission of public education in Finland, which is deeply humanistic as well as civic and economic. The preparation they receive is designed to build a powerful sense of individual responsibility for the learning and well-being of all the students in their care. During their careers, they must combine the roles of researcher and practitioner. Teachers in Finland are not only expected to become familiar with the knowledge base in education and human development, but are also required to write a research-based thesis as the final requirement for the Master’s degree.

Encouraging  entrepreneurship

The Innolukio initiative encourages creative thinking and entrepreneurship at the general upper secondary school level. After-school activities include weekly exercises, videos, competitions and learning materials to support creativity. These experiences help students gain the knowledge and skills necessary for future work tasks.

First implemented as a local initiative Innolukio has grown to include 320 upper secondary schools and 110 000 students by 2012/13. Success factors include the innovative learning environments, active use of advocates, successful management of publicity and focus on entrepreneurship education. The project also connects students to universities and businesses.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. The French can expect to go through 16.4 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In France, 75% of adults aged 25-64 have completed upper secondary education, close to the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in France scored 500 in reading literacy, maths and sciences, slightly higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Preparing youth for employment

French Second Chance Schools help young adults between 18 and 25 improve their skills to get a job. These schools target youth who have been out of school for over a year and do not have a diploma or qualifications. Students are offered individual education plans to boost their literacy, numeracy and ICT skills. This is complemented by a work placement to gain labour market skills and strong links with employers.

Second Chance Schools were established in 107 local areas and reached 15 115 students by 2015. Evaluations show that the potential long-term effects of these schools on youth employability are promising. Over a three year period, 58% of students in the metropolitan area exited these schools with a labour market option in training (20%), jobs (17%), apprenticeships (12%), and subsidised employment (9%).

Developing employment through apprenticeships

The Education Act 2013 aims to double number of students combining education with employment by 2020. Students in France can begin an apprenticeship at a variety of levels, including upper secondary, two-year post-secondary, bachelor and masters level qualifications. Enterprises offering apprenticeships receive tax credits and social security exemptions.

Apprenticeships have grown in popularity, particularly at the tertiary or upper secondary level. For example, 75% of apprentices hired on the contrat de professionalisation, an apprenticeship-type contract for older workers and jobseekers, had at least an upper secondary qualification. By contrast, apprenticeships are much more difficult to access for young students and workers with lower qualifications. Apprenticeships account for only about a third of all vocational students in secondary education. Evidence shows that employment rates are higher for apprentices that have combined training in a company with study in an apprentice training centre compared to other graduates from vocational schools. The government plans to expand the access to apprenticeships at vocational secondary schools, notably at the lower-secondary level, strengthen links with enterprises and develop better guidance for students. This is the right approach to make apprenticeships more accessible for those who are most likely to benefit.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Germans can expect to go through 18.2 years of education between the ages of 5 and 39, more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Germany, 87% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Germany scored 515 in reading literacy, maths and sciences, higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Greece, 68% of adults aged 25-64 have completed upper secondary education, lower than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Greece scored 466 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Hungarians can expect to go through 17.2 years of education between the ages of 5 and 39, slightly less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Hungary, 83% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%. 

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Hungary scored 487 in reading literacy, maths and sciences, close to the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. People in Iceland can expect to go through 19.6 years of education between the ages of 5 and 39, more than the OECD average of 17.5 years and the one of the highest levels across OECD countries.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Iceland, 73% of adults aged 25-64 have completed upper secondary education, lower than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Iceland scored 484 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. The Irish can expect to go through 17.8 years of education between the ages of 5 and 39, slightly more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Ireland, 79% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Ireland scored 516 in reading literacy, maths and sciences, higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money.

Israelis can expect to go through 15.9 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years and one of the lowest levels in the OECD.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Israel, 85% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Israel scored 474 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Effective vocational education and training

Israel’s post-secondary vocational education and training (VET) system is diverse, with relatively good labour market outcomes for graduates. Options include one-year technician studies and two-year practical engineering programmes, a wide range of shorter vocational courses under the Ministry of Economy, and professional certifications. These certifications can sometimes be taken at the end of an educational programme, and sometimes as a stand-alone examination.

There are also many vocational programmes at bachelor level and above in universities and other tertiary academic institutions. Bearing in mind the range of these different options, as well as diverse private sector sources, and targeted programmes directed at disadvantaged groups, the system offers options for most of the relevant client groups. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Italians can expect to go through 16.8 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Italy, 59% of adults aged 25-64 have completed upper secondary education, much less than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Italy scored 490 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Peer tutoring for at-risk students

The Filippo Bottazzi Secondary Vocational School in Casarano (South Italy) has set up peer tutoring where upper year students tutor younger at-risk students. Nearly 35% of students at the school come from disadvantaged backgrounds and the school has a 30% average drop-out level.

The tutors are chosen among volunteers who showed high motivation for the programme and were endowed with social skills. Tutors attend a training course prior to giving tutorial assistance.

Tutors interact with the students not only during traditional lessons in the classrooms but also during orientation programme days and break time activities.

The project proved successful in increasing the students' level of engagement in activities (+18%), self-confidence (+22%) and sense of well-being at school (+25%) compared with the previous year. There was widespread evidence of increased effectiveness across the whole ability range related to social and behavioural skills such as communicating (+18%), sharing and cooperating (+21%). The drop-out rate has been considerably reduced (-8%). Higher levels of satisfaction (+32% if compared to previous data) were also expressed by the teachers.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. The Japanese can expect to go through 16 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years.

The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Japan is one of the top-performing OECD countries in reading literacy, maths and sciences with the average student scoring 540. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Changing educational practices

Following the March 2011 earthquake in the Tohoku region, in northern Japan, the national, regional and local governments, together with the OECD, launched the OECD-Tohoku School project, to help students and teachers in the region strengthen 21st century skills, internationalisation and bottom-up innovation.

The Tohoku School project has resulted in an open "innovation framework" characterised by distributed leadership, encouragement of internal diversity in local initiatives, voluntary experimentation with new pedagogies, and a strengthened sense of ownership among the participants. For example, in northern Fukushima, the project has begun to inspire changes involving external partners, such as business leaders and international partners, and encouraged co-operation between schools and the communities around them. Teachers are currently working with their students and their communities on a problem threatening the livelihood of local farmers, as rumours about pollution are damaging the sale of food grown there. The students and farmers have worked together towards a solution, finally coming up with a fruit jelly, which has been selling well throughout Japan. For the farmers, this has meant a new future and hope, and for the students it has facilitated a shift from exam-focused academic study towards entrepreneurship, critical thinking, creativity and engaging with the community. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Koreans can expect to go through 17.5 years of education between the ages of 5 and 39, in line with the OECD average.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Korea, 85% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Korea is the top-performing OECD country in reading literacy, maths and sciences with the average student scoring 542. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Education at the heart of Korea's economic growth 

Korea has been particularly successful in raising its education levels over a relatively short period of time. In 1970, about 67% of the labour force had a primary education, 26% had a secondary education, and about 6% had a university-level education. In three decades, Korea achieved universal primary and secondary education, and by 2010 Korea had the largest proportion of 25-34 year-olds with at least an upper secondary education among OECD countries. Today, nearly every 16-24 year-old has completed upper secondary education.

In addition, 68% of 25-34 year-olds in Korea have completed tertiary education – again, the largest proportion of adults in this age group, among OECD countries. Korea's 15-year-olds are also high performers in the OECD Programme for International Student Assessment (PISA) surveys. In the 2012 edition, Korea ranked amongst the five highest-performing countries and economies in reading skills.

Korea's rapid economic growth and strong emphasis on education since 1962 help to explain these good results. The country's emphasis on education and training boosted productivity and helped accelerate economic growth, turning the country into a high-tech and export-led economy.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. People in Luxembourg can expect to go through 15.1 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years and one of the lowest levels in the OECD.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Luxembourg, 82% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Luxembourg scored 490 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Mexicans can expect to go through 14.4 years of education between the ages of 5 and 39, much less than the OECD average of 17.5 years and the lowest level in the OECD.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Mexico, 34% of adults aged 25-64 have completed upper secondary education, much lower than the OECD average of 76% and the lowest rates across OECD countries.

The Mexican educational system has grown rapidly in the last fifty years, from three million students to more than 30 million. Today, nearly all children between the ages of 5 and 14 are in school. There has also been progress in ensuring that young people finish school, with rates increasing from 33% in 2000 to 49% in 2011. This progress has been achieved despite tight budgets and a rapidly growing school-age population.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, as research shows that reading skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Mexico scored 417out of 600 in reading literacy, maths and science, much lower than the OECD average of 497 and the lowest rate in the OECD. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Reforming education

Mexico has implemented various reforms in recent years to improve educational attainment and outcomes. These reforms have prioritised a competence oriented curriculum, the professionalisation of educators, and made the evaluation and assessment system more transparent and accountable.

Mexico has introduced mandatory full time education for all children aged 4-15 and is aiming for universal coverage by 2022. To support this transition Mexico has promoted a Full Time Schools Program, which should be fully implemented by 2018. The programme is expected to reach 40 000 schools and benefit approximately five million students.

Although comparatively low to OECD countries, Mexico's educational attainment and outcomes have improved since 2000. Enrolment rates among 15-29 year-olds increased from 42% to 53% in 2012. Upper secondary graduation rates increased by 14 percentage points over the same period. Since 2003, PISA scores in mathematics have also improved among boys and girls by 30 and 26 points respectively.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. People in the Netherlands can expect to go through 17.9 years of education between the ages of 5 and 39, slightly more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In the Netherlands, 76% of adults aged 25-64 have completed upper secondary education, in line with the OECD average.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in the Netherlands scored 519 in reading literacy, maths and sciences, higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

More funding for schools with disadvantaged students

Primary schools in the Netherlands with substantial numbers of disadvantaged students receive more funds. Although the level of funding for each school is determined by the needs of individual students, there is no requirement that schools use these extra resources directly on these students. Schools can, for example, choose to reduce the number of students per class. The "weight" of each student is determined by the parents' education level.

Empirical research studying the Dutch funding system shows that these mechanisms have succeeded in distributing differentiated resources to schools according to their various needs. Primary schools with a high proportion of disadvantaged students have, on average, about 58% more teachers per student, as well as more support staff.

Keeping young people in school

The Netherlands has taken steps to help at-risk students or recent dropouts complete school. Individual "education numbers", a national digital School Absenteeism Desk, and regional registration and co-ordination centres were introduced to better track and provide supports to at-risk students.

The Aanval op schooluitval programme supports young people with the transition from pre-vocational secondary education to vocational education by better catering to student needs. Improvements include more opportunities for hands-on and practical learning, career orientation support, and diverse syllabi, including sports and culture. Financial rewards encourage schools to lower dropout rates. The programme also negotiates basic qualification requirements with employers for early school leavers between 18 and 23 years old.

Together these initiatives have lowered the number of dropouts by nearly half, from over 50 000 in the 2005/06 school year to about 28 000 in 2012/13.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. People in New Zealand can expect to go through 18 years of education between the ages of 5 and 39, more than the OECD average of 17.5 years.  

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In New Zealand, 74% of adults aged 25-64 have completed upper secondary education, close to the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students’ reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in New Zealand scored 509 in reading literacy, maths and sciences, higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

New teaching roles

To improve achievement for all students, New Zealand is introducing, from 2015, four new roles within schools: Executive Principal, Expert Teacher, Lead Teacher and Change Principal. The roles will provide teachers with opportunities for advancement within the classroom and embed a system-wide means of sharing expertise across schools. Each role will attract significant additional remuneration for a fixed term (apart from Lead Teachers, which are permanent roles) and help recognise the most effective teachers and principals. The roles are to be underpinned by professional standards.

Communities of schools will work together to identify and strive to achieve specific achievement objectives. Each community of schools will have an Executive Principal and an allocation of Expert and Lead Teachers.

In addition to these new roles, all schools will be given additional funding to provide classroom release time for teachers to work with the expert and lead teachers on professional practice.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Norwegians can expect to go through 18 years of education between the ages of 5 and 39, more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Norway, 82% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Norway scored 496 in reading literacy, maths and sciences, slightly lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Training school leaders

Norway has recently introduced a leadership training and development programme to improve the effectiveness of school leaders. This provides training to school leaders, with priority to those who have been in their position for less than two years. The training focuses on five key areas: pupils' learning outcomes and learning environment, management and administration, co-operation and organisational development, development and change, and the leadership role. Evaluation of this programme indicates positive reviews based on the content and relevance to school leadership.

 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Poles can expect to go through 17.9 years of education between the ages of 5 and 39, slightly more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Poland, 91% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76% and one of the highest rates across OECD countries.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

Poland is a top-performing OECD country in reading literacy, maths and sciences with the average student scoring 521. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Reforming the school system

Poland reformed the structure of its education system in 1999, deferring tracking (separating pupils by academic ability into groups for all subjects) in secondary education, embracing a deep curriculum reform, and giving more autonomy to schools. Prior to the reform, primary school lasted eight years and was followed by four-year secondary or three-year vocational school. The reform replaced this system with a shortened primary school programme of six years, followed by three years of academic school and two years' vocational education, which implied that all children were kept together for one extra year, until the age of 15.

Research has shown that the deferral of tracking accounts for the country’s substantial improvement in international assessments.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. The Portuguese can expect to go through 17.4 years of education between the ages of 5 and 39, slightly less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Portugal, 43% of adults aged 25-64 have completed upper secondary education, much lower than the OECD average of 76% and one of the lowest rates among OECD countries.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.  

The average student in Portugal scored 488 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Improving student outcomes

Student learning outcomes in Portugal are around or slightly below the OECD average, depending on the skills assessed, and have shown some encouraging improvement in the last decade. However the high share of students leaving the education system too early with low skills remains a major problem. Portugal has introduced a number of measures to increase secondary and tertiary education attainment and improve quality in education. The Education Programme 2015, for instance, establishes targets for school education focusing on two main priority areas: improving the basic competencies of students, and ensuring that all young people remain in the education system. The programme sets targets for reducing the early school leaving rate for 14-16 year-olds, and reducing the number of students who repeat grades, with indicators to monitor progress. These targets are linked to wider European Union benchmarks for 2020.

There have also been a number of recent initiatives to use schools to provide a second opportunity to people who have left school early or are at risk of doing so, or adults who may not have completed compulsory education. Under the New Opportunities scheme these programmes are offered on school premises and using the school's teachers. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Russians can expect to go through 16.1 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In the Russian Federation, 95%of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Russia scored 481 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Slovaks can expect to go through 16.2 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In the Slovak Republic, 91% of adults aged 25-64 have completed upper secondary education, much higher than the OECD average of 76% and one of the highest rates across OECD countries. 

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in the Slovak Republic scored 472 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

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Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Slovenians can expect to go through 18.3 years of education between the ages of 5 and 39, more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Slovenia, 86% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Slovenia scored 499 in reading literacy, maths and sciences, higher than the OECD average. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Empowering teachers

Slovenia's upper secondary schools have been restructured to promote shared leadership, learning communities and role of teachers as change agents. School development teams are organised to stimulate sustainable didactic innovations through strategic planning, co-ordination and implementation across schools. These teams receive conceptual and practical support from the National Education Institute.

Innovations include a new institute of change agents and the creation of research and professional development programmes. First piloted over three years in 10 schools, the reform has spread to all upper secondary schools (over 70 schools). This reform is being used as a model for change implementation in other schools in the country.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. The Spanish can expect to go through 17.7 years of education between the ages of 5 and 39, slightly more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Spain, 57% of adults aged 25-64 have completed upper secondary education, much lower than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Spain scored 490 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Recognising the importance of workplace learning

Workplace learning is a critical element of vocational education and training (VET). It offers real-life experience to students, and helps ensure they have the skills businesses need. In Spain all post-secondary (as well as upper secondary) VET programmes include a compulsory module of workplace training. Only students who have at least one year full-time relevant work experience may be exempted. The work placement lasts between 10 and 20 weeks, depending on the qualification targeted by the programme. The objectives of work placements include complementing school-based learning to facilitate transition into the labour market, learning about work environments, promoting professional identity and maturity, and evaluating learning outcomes that cannot be assessed outside a work context.

During the work placement students receive guidance and support from a teacher at the VET institution they attend and from the person who supervises their work at the company.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Swedes can expect to go through 19.1 years of education between the ages of 5 and 39, more than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Sweden, 82% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

 But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Sweden scored 482 in reading literacy, maths and sciences, below the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Improving Sweden’s upper secondary completion rate

The national programme Plug In aims to halve the level of dropouts who fail to complete upper secondary school, from 24% to 12% by 2017. Plug In operates through more than 100 projects at local or regional level, to cater to specific needs of at risk students in different communities. The Swedish Association of Local Authorities and Regions co-ordinates at national level.

For example, certain projects provide students with individual support and tutoring, mental health support, and links to specialised services. Broader strategies emphasize improving systems and processes and offering adult education. Evaluations are currently underway to determine the success of these co-ordinated efforts.  

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. The Swiss can expect to go through 17.4 years of education between the ages of 5 and 39, slightly less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Switzerland, 88% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Switzerland scored 518 in reading literacy, maths and sciences, higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Helping students complete education

Swiss university dropout rates are high (around 30%), with overrepresentation of students who graduated high school in certain cantons and among foreign students. This suggests that the quality of high school education is lower in these cantons. An inter-cantonal agreement was thus introduced to harmonise scholarships for upper secondary and tertiary education. This reform is expected to help disadvantaged students complete secondary school and access higher education.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. Turkish people can expect to go through 16.9 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In Turkey, 36% of adults aged 25-64 have completed upper secondary education, much lower than the OECD average of 76% and one of the lowest rate across OECD countries.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in Turkey scored 462 in reading literacy, maths and sciences, lower than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Improving equality in PISA scores

Turkey’s performance in mathematics, reading and science has improved markedly since it first participated in PISA in 2003 when Turkey was among the lowest-performing OECD countries. For example, the average maths score rose from 423 points in 2003 to 448 points in 2012 – an improvement equivalent to more than half a year of schooling.

Much of this improvement was concentrated among students with the greatest socioeconomic and educational needs. The initial driving force behind these improvements was the Basic Education Programme (BEP), launched in 1998, which included a compulsory education law. Since the launch of this programme, the attendance rate among primary students increased from around 85% to nearly 100%, while the attendance rate in pre-primary programmes increased from 10% to 25%.

Several projects implemented over the past decade have also addressed equity issues. These include, the Girls to Schools Now campaign, that aims to ensure that all girls aged 6 to 14 attend primary school; a registry to identify non-schooled children; the Education with Transport programme, which benefits students who have no access to school; and the Complementary Transitional Training Programme, which tries to ensure that 10-14 year-olds acquire a basic education even if they have never been enrolled in a school or if they had dropped out of school. 

Technological advances in education

Students in Turkey can expect to have fully computerised classes by 2017. Launched in 2010, the FATIH Project will equip 42 000 schools and 570 000 classes with the latest education technologies. Examples include tablet computers, interactive whiteboards and high speed internet. To make full use of these changes, 800 000 teachers will receive in-service training about the educational usage of these technologies and e-content will be developed for each course.

By September 2014 the FATIH Project had already provided 732 800 tablet computers, 432 288 interactive whiteboards, 45 653 printers and document cameras, and high speed internet infrastructure to 3 362 schools. So far 105 000 teachers have received in-service training and various educational resources are accessible through a new e-content web portal (www.eba.gov.tr). Once implementation is complete the FATIH project will undergo an evaluation of student and teacher satisfaction as well as the usage of the new education technologies.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. People in the United Kingdom can expect to go through 16.7 years of education between the ages of 5 and 39, less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In the United Kingdom, 79% of adults aged 25-64 have completed upper secondary education, more than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD's Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in the United Kingdom scored 502 in reading literacy, maths and sciences, higher than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Local initiatives improve youth skills

Made in Sheffield is a local project that helps students gain the skills that employers need and want. Participating students can access work tasters, classes, project-based learning, apprenticeships and part time work while still in school. A Skills Passport helps students focus on the skills partner employers seek, such as higher level technical skills. In the 2013/14 school year, four new sectors were added to the programme along with 150 student ambassadors.

Many students participating in the project have improved and diversified their knowledge and skills. For example, girls represent 55% of the students enrolled in Computer Sciences, compared to an industry rate of less than 10%, and approximately 50% of the students enrolled in Engineering/Manufacturing. Boys are also diversifying their skills, with 50% in the Sheffield Teaching Hospital. Evaluations show students are very satisfied and are more likely to find employment or apprenticeships after completing the programme.

The London Mayor's Apprenticeship Campaign together with the National Apprenticeship Service, created more than 170 000 apprenticeships in London between 2010 and 2014. In 2015 the Mayor doubled funding, from GBR 1 500 to GBR 3 000, for the Apprenticeship Grant for Employers and announced the introduction of a fund for small and medium-sized businesses.

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• How's Life? 2015: Measuring Well-being

Key Findings

A well-educated and well-trained population is essential for a country's social and economic well-being. Education plays a key role in providing individuals with the knowledge, skills and competences needed to participate effectively in society and in the economy. Having a good education greatly improves the likelihood of finding a job and earning enough money. People in the United States can expect to go through 17.1 years of education between the ages of 5 and 39, slightly less than the OECD average of 17.5 years.

Graduating from upper secondary education has become increasingly important in all countries, as the skills needed in the labour market are becoming more knowledge-based. High-school graduation rates therefore provide a good indication of whether a country is preparing its students to meet the minimum requirements of the job market. In the United States, 90% of adults aged 25-64 have completed upper secondary education, higher than the OECD average of 76%.

But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students have acquired some of the knowledge and skills that are essential for full participation in modern societies. In 2012, PISA focused on examining students' reading ability, skills in maths and level in sciences, as research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school.

The average student in the United States scored 492 in reading literacy, maths and sciences, slightly less than the OECD average of 497. The best-performing school systems manage to provide high-quality education to all students. 

Better Policies for Better Lives

Cradle-to-career education

Harlem Children's Zone (HCZ) is a set of interventions that began in the late 1990s with the goal of improving outcomes for children in New York City's Harlem neighbourhood. HCZ seeks to break the cycle of intergenerational poverty for children and families in Central Harlem through a continuum of interventions that spans a child's life. Support begins with The Baby College, a series of workshops for parents of children ages zero to three. The Baby College GRADS, a newer home visitation initiative encourages involvement in the broader programme by offering enticements such as free childcare, a weekly raffle and free diapers or nappies. It continues with high-quality preschool programmes charter academies that serve the students across primary and secondary education population, after-school programming, social services, and health and community-building programmes.

Second chance for school drop-outs

YouthBuild USA is a "second chance" programme in the United States targeting 16-24 year-olds from low-income backgrounds who dropped out of school. It is an intensive programme (lasting 8 to 12 months) which provides construction-related training, educational services, counselling, and leadership development opportunities.

The programme has expanded rapidly over time, and there are currently 273 YouthBuild programmes in 46 states, Washington, DC, and the Virgin Islands engaging approximately 10 000 young adults per year. A detailed and rigorous evaluation of the programme is underway. Building on the success of the YouthBuild USA programmes, the model has been adapted and replicated around the world (YouthBuild International), including in Brazil, where the programme is targeted at youngsters aged 18-24 living in the underserved Complexo do Alemão, in Rio de Janeiro.

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• How's Life? 2015: Measuring Well-being