1、Education at aGlance 2023OECD INDICATORSEducation at a Glance2023OECD INDICATORSThis work is published under the responsibility of the Secretary-General of the OECD.The opinions expressed andarguments employed herein do not necessarily reflect the official views of the Member countries of the OECD.T

2、his document,as well as any data and map included herein,are without prejudice to the status of or sovereignty overany territory,to the delimitation of international frontiers and boundaries and to the name of any territory,city or area.The statistical data for Israel are supplied by and under the r

3、esponsibility of the relevant Israeli authorities.The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights,East Jerusalem and Israeli settlements inthe West Bank under the terms of international law.Please cite this publication as:OECD(2023),Education at a Glance 2023:

4、OECD Indicators,OECD Publishing,Paris,https:/doi.org/10.1787/e13bef63-en.ISBN 978-92-64-55819-9(print)ISBN 978-92-64-66689-4(pdf)ISBN 978-92-64-98399-1(HTML)ISBN 978-92-64-43778-4(epub)Education at a GlanceISSN 1563-051X(print)ISSN 1999-1487(online)Photo credits:Cover Christopher Futcher/iS;Marc Rom

5、anelli/Getty Images;michaeljung/S;Pressmaster/S.Corrigenda to OECD publications may be found on line at:www.oecd.org/about/publishing/corrigenda.htm.OECD 2023The use of this work,whether digital or print,is governed by the Terms and Conditions to be found at https:/www.oecd.org/termsandconditions.3

6、EDUCATION AT A GLANCE 2023 OECD 2023 Foreword Governments are increasingly looking to international comparisons of education opportunities and outcomes as they develop policies to enhance individuals social and economic prospects,provide incentives for greater efficiency in schooling,and help to mob

7、ilise resources to meet rising demands.The OECD Directorate for Education and Skills contributes to these efforts by developing and analysing the quantitative,internationally comparable indicators that it publishes annually in Education at a Glance.Together with OECD country policy reviews,these ind

8、icators can be used to assist governments in building more effective and equitable education systems.Education at a Glance addresses the needs of a range of users,from governments seeking to learn policy lessons to academics requiring data for further analysis and the general public wanting to monit

9、or how their countries schools are progressing in producing world-class students.This publication examines the quality of learning outcomes,the policy levers and contextual factors that shape these outcomes.Education at a Glance is the product of a long-standing,collaborative effort between OECD gov

10、ernments,the experts and institutions working within the framework of the OECD Indicators of Education Systems(INES)programme,and the OECD Secretariat.It was prepared within the Innovation and Measuring Progress Division of the OECD Directorate for Education and Skills under the responsibility of Ti

11、a Loukkola.The production of Education at a Glance 2023 was led by Abel Schumann.It contains statistical and analytical contributions from tienne Albiser,Alison Burke,ric Charbonnier,Minne Chu,Umberto Damiani,Eugnie de Laubier,Elisa Duarte,Bruce Golding,Jaione Gonzlez Yubero,Yanjun Guo,Corinne Heckm

12、ann,Lucie Huang,Viktoria Kis,Bernardo Mayorga,Simon Normandeau,Christopher Olivares,Elose Passaga,Giannina Rech,Gara Rojas Gonzlez,zge zcan Sahin,Giovanni Maria Semeraro,Lou Turroques,Palwacha Watanyar,Choyi Whang and Hajar Sabrina Yassine.Marieke Vandeweyer provided feedback and advice on vocationa

13、l education and training.Administrative support was provided by Eda Cabbar.Rachel Linden supported the editorial and production process.The development of the publication was steered by member countries through the INES Working Party and facilitated by the INES networks.The members of the various bo

14、dies as well as the individual experts who have contributed to this publication and to the INES programme more generally are listed at the end of this publication.While much progress has been made in recent years,member countries and the OECD continue to strive to strengthen the link between policy

15、needs and the best available internationally comparable data.This presents various challenges and trade-offs.First,the indicators need to respond to education issues that are high on national policy agendas,and where the international comparative perspective can offer added value to what can be acco

16、mplished through national analysis and evaluation.Second,while the indicators should be as comparable as possible,they also need to be as country specific as necessary to allow for historical,systemic and cultural differences between countries.Third,the indicators need to be presented in as straight

17、forward a manner as possible,while remaining sufficiently complex to reflect multi-faceted realities.Fourth,there is a general desire to keep the indicator set as small as possible,but it needs to be large enough to be useful to policy makers across countries that face different challenges in educat

18、ion.The OECD will continue not only to address these challenges and develop indicators in areas where it is feasible and promising to develop data,but also to advance in areas where considerable investment is still needed in conceptual work.The OECD Programme for International Student Assessment(PIS

19、A)and its extension through the OECD Survey of Adult Skills,a product of the Programme for the International Assessment of Adult Competencies(PIAAC),as well as the OECD Teaching and Learning International Survey(TALIS),are major efforts to this end.4 EDUCATION AT A GLANCE 2023 OECD 2023 Table of con

20、tents Foreword 3 Editorial 9 Readers guide 11 Executive Summary 21 Ensuring continued learning for Ukrainian refugees 23 Chapter A.The output of educational institutions and the impact of learning 37 Indicator A1.To what level have adults studied?38 Indicator A2.Transition from education to work:Whe

21、re are todays youth?54 Indicator A3.How does educational attainment affect participation in the labour market?73 Indicator A4.What are the earnings advantages from education?89 Indicator A6.How are social outcomes related to education?107 Indicator A7.To what extent do adults participate in educatio

22、n and training?125 Chapter B.Access to education,participation and progression 142 5 EDUCATION AT A GLANCE 2023 OECD 2023 Indicator B1.Who participates in education?143 Indicator B2.How do early childhood education systems differ around the world?166 Indicator B3.Who is expected to complete upper se

23、condary education?191 Indicator B4.Who enters tertiary education?213 Indicator B5.Who graduates from tertiary education?227 Indicator B6.What is the profile of internationally mobile students?245 Chapter C.Financial resources invested in education 262 Indicator C1.How much is spent per student on ed

24、ucational institutions?263 Indicator C2.What proportion of national output is spent on educational institutions?281 Indicator C3.How much public and private investment in educational institutions is there?296 Indicator C4.What is the total government spending on education?315 Indicator C7.Which fact

25、ors influence teachers salary cost?332 Chapter D:Teachers,the learning environment and the organisation of schools 351 Indicator D1.How much time do students spend in the classroom?352 Indicator D3.How much are teachers and school heads paid?373 Indicator D6.What assessments and examinations of stud

26、ents are in place?400 Indicator D7.What is the profile of vocational teachers and what is the student-vocational teacher ratio?423 Annexes 436 Annex 1.Characteristics of education systems 437 Annex 2 Reference statistics 444 Contributors to this publication 462 6 EDUCATION AT A GLANCE 2023 OECD 2023

27、 TABLES Table A1.1.Educational attainment of 25-64 year-olds(2022)50 Table A1.2.Trends in educational attainment of 25-34 year-olds,by programme orientation and gender(2015 and 2022)51 Table A1.3.Educational attainment of 25-34 year-olds,by programme orientation(2022)52 Table A2.1.Percentage of 18-2

28、4 year-olds in education/not in education,by work status(2022)68 Table A2.2.Percentage of 25-29 year-olds with at least upper secondary attainment in education/not in education,by educational attainment,programme orientation and work status(2022)69 Table A2.3.NEET rates among young adults one to thr

29、ee years after completion of selected education levels,by programme orientation and gender(2022)70 Table A2.4.Employment rates of recent graduates,by educational attainment,programme orientation and years since graduation(2022)71 Table A3.1.Employment rates of 25-64 year-olds,by educational attainme

30、nt(2022)84 Table A3.2.Trends in employment rates of 25-34 year-olds,by educational attainment,programme orientation and gender(2015 and 2022)85 Table A3.3.Unemployment rates of 25-34 year-olds,by educational attainment and programme orientation(2022)86 Table A3.4.Inactivity rates of 25-34 year-olds,

31、by educational attainment and programme orientation(2022)87 Table A4.1.Relative earnings of workers compared to those with upper secondary attainment,by educational attainment and age group(2021)101 Table A4.2.Distribution of workers by educational attainment and level of earnings relative to the me

32、dian(2021)102 Table A4.3.Womens earnings as a percentage of mens earnings,by educational attainment,programme orientation and age group(2021)103 Table A4.4.Relative earnings of workers compared to those with below upper secondary attainment,by educational attainment,programme orientation and age gro

33、up(2021)104 Table A6.1.Average score for the perception of democracy,by educational attainment(2020)121 Table A6.2.Share of adults who reported the following behaviour indicating civic engagement,by educational attainment and programme orientation(2020)122 Table A6.3.Percentage of Internet users tak

34、ing precautions to protect the privacy of their personal data,by type of precaution and educational attainment(2021)123 Table A7.1.Share of adults participating in non-formal education and training,by labour-market status,job-relatedness and gender(2022)138 Table A7.2.Share of adults participating i

35、n non-formal job-related education and training,by educational attainment,programme orientation and age group(2022)139 Table A7.3.Training costs as a share of total labour costs,by size of enterprise(2010,2015 and 2020)140 Table B1.1.Access to higher levels of education:Restrictions and bridges for

36、vocational graduates 154 Table B1.1.Enrolment rates by age group(2010,2015 and 2021)162 Table B1.2.Enrolment rates of 15-19 year-olds and 20-24 year-olds,by level of education(2021)163 Table B1.3.Profile of students enrolled in vocational programmes(2021)164 Table B2.1.Enrolment rates in early child

37、hood education and care(ECEC)and primary education,by age(2021)187 Table B2.2.Profile of teachers and ratio of children to staff in early childhood education(ECE),by level of education(2013 and 2021)188 Table B2.3.Financing of early childhood education(ECE)in public and private institutions(2020)189

38、 Table B3.1.Completion rates of entrants to upper secondary education,by timeframe,programme orientation on entry and gender(2021)209 Table B3.2.Distribution of entrants to upper secondary education,by programme orientation on entry,outcome and timeframe(2021)210 Table B3.3.Status of upper secondary

39、 graduates in the year after their graduation,by gender and programme orientation(2020)211 Table B4.1.Profile of first-time entrants to tertiary education(2021)and share by level of education(2015 and 2021)223 Table B4.2.Distribution of new entrants to short-cycle tertiary,bachelors and masters long

40、 first degree programmes,by field of study(2021)224 Table B4.3.Profile of new entrants to short-cycle tertiary programmes(2021)225 Table B5.1.Profile of first-time tertiary graduates by level of education(2021)241 Table B5.2.Share of female graduates in tertiary education,by field of study(2015 and

41、2021)242 Table B5.3.Distribution of graduates,by field of study and education level(2021)243 7 EDUCATION AT A GLANCE 2023 OECD 2023 Table B6.1.Share of international or foreign students in tertiary education in OECD and partner/accession countries(2019,2020 and 2021)258 Table B6.2.Profile of interna

42、tional and foreign students(2021)259 Table B6.3.Distribution of tertiary students enrolled by field of study,by mobility status(2021)260 Table C1.1.Total expenditure on educational institutions per full-time equivalent student(2020)277 Table C1.2.Government and total expenditure on educational insti

43、tutions per full-time equivalent student,by type of institution(2020)278 Table C1.3.Change in total expenditure on educational institutions per full-time equivalent student(2019 to 2020)279 Table C2.1.Total expenditure on educational institutions as a percentage of GDP(2020)292 Table C2.2.Change in

44、total expenditure on educational institutions and change in GDP(2012,2016 and 2020)293 Table C2.3.Total expenditure on educational institutions as a percentage of GDP,by source of funds(2020)294 Table C3.1.Relative share of government,private and non-domestic expenditure on educational institutions,

45、by final source of funds(2020)309 Table C3.2.Relative share of government,private and non-domestic expenditure on educational institutions,by source of funds and government transfers to the private sector(2020)310 Table C3.3.Trends in the share of government,private and non-domestic expenditure on e

46、ducational institutions(2012,2016 and 2020)311 Table C3.4.Distribution of total private expenditure from primary to tertiary education(2020)312 Table C4.1.Total government expenditure on education as a percentage of total government expenditure(2020)327 Table C4.2.Distribution of sources of total go

47、vernment funds devoted to education,by level of government(2020)328 Table C4.3.Change in government expenditure on education as a percentage of total government expenditure between 2019 and 2020 329 Table C7.1.Salary cost of teachers per student,by level of education(2015 and 2021)347 Table C7.2.Con

48、tribution of various factors to salary cost of teachers per student in primary education(2021)348 Table C7.3.Contribution of various factors to salary cost of teachers per student in lower secondary education(2021)349 Table D1.1.Instruction time in compulsory general education(2023)367 Table D1.2.Or

49、ganisation of compulsory general education(2023)368 Table D1.3.Instruction time per subject in primary education(2023)369 Table D1.4.Instruction time per subject in general lower secondary education(2023)370 Table D3.1.Teachers statutory salaries,based on the most prevalent qualifications at differe

50、nt points in teachers careers(2022)394 Table D3.2.Statutory salaries of upper secondary teachers in vocational programmes,by qualification levels(2022)395 Table D3.3.Teachers and school heads actual salaries relative to earnings of tertiary-educated workers(2022)396 Table D3.4.Teachers and school he

51、ads average actual salaries(2022)397 Table D6.1.National/central assessments(2023)420 Table D6.2.National/central examinations(2023)421 Table D7.1.Ratio of students to teaching staff in educational institutions,by level of education(2021)432 Table D7.2.Age profile of teachers,by level of education(2

52、021)433 Table D7.3.Share of men among teachers,by level of education(2013 and 2021)434 Table X1.1.Typical graduation ages,by level of education(2021)438 Table X1.2.Typical age of entry,by level of education(2021)439 Table X1.3.School year and financial year used for the calculation of indicators,OEC

53、D countries 440 Table X1.4.School year and financial year used for the calculation of indicators,partner and accession countries441 Table X1.5.Starting and ending age of students in compulsory education,theoretical starting age and duration of education levels,and ages of entitlement to Early Childh

54、ood Education and Care(2021)442 Table X2.1.Basic reference statistics in current prices(reference period:calendar year,2012,2015,2016,2019,2020)445 Table X2.2.Basic reference statistics(reference period:calendar year,2012,2015,2016,2019,2020)446 Table X2.3.Pre-primary and primary teachers statutory

55、salaries,in national currencies,based on the most prevalent qualifications at different points in teachers careers(2022)447 Table X2.4.Secondary teachers statutory salaries,in national currencies,based on the most prevalent qualifications at different points in teachers careers(2022)448 Table X2.5.T

56、rends in teachers average actual salaries,in national currencies(2000,2005 and 2010 to 2022)449 Table X2.6.Reference statistics used in calculating teachers salaries(2000 and 2005 to 2022)451 Table X2.7.Distribution of teachers,by minimum or most prevalent qualifications and level of education(2022)

57、452 Table X2.8.Distribution of teachers aged 25-64,by educational attainment and level of education(2022)453 Table X2.9.Distribution of school heads aged 25-64,by educational attainment and level of education(2022)454 8 EDUCATION AT A GLANCE 2023 OECD 2023 Table X2.10.Trends in teachers statutory sa

58、laries,in national currencies,by level of education(2000 and 2005 to 2022)455 Table X2.11.Vocational upper secondary teachers statutory salaries,in national currencies,by qualification levels and at different points in teachers careers(2022)457 Look for the 12 at the bottom of the tables or graphs i

59、nthis book.To download the matching Excelspreadsheet,just typethe link into your Internet browser or click on the link from the digitalversion.This book has.A service that delivers Excelfiles fromthe printed page!Follow OECD Publications on:https:/ EDUCATION AT A GLANCE 2023 OECD 2023 Editorial Voca

60、tional education and training(VET)is vital.It offers an alternative to academic education,equips learners with practice-oriented and employability skills,eases the school-to-work transition,and meets economies demand for skilled workers.Across the OECD,44%of all upper secondary students are enrolled

61、 in vocational education and training;in some countries,such as the Czech Republic and the Netherlands,this rises to over two-thirds.Despite this high share,vocational programmes in many countries are still seen as a last resort.Too often,VET is seen as a fallback option for students who struggle wi

62、th school or lack motivation,rather than as a first choice that leads to attractive career paths.To meet labour-market challenges and to guide all learners into the right programmes for their talents and aspirations,we need to make VET more attractive and accessible.Our latest edition of Education a

63、t a Glance provides a range of new cross-national data on vocational programmes that will help policy makers understand the effectiveness of their VET systems to foster opportunity,inclusion and sustainable growth.Facilitating the school-to-work transition Profound and ongoing transformations are re

64、shaping how we live,learn,and work.It reinforces the importance of skills such as problem solving,teamwork and communication,which are key to employability and complement both academic and practical skills.Vocational education and training will become increasingly important to equip learners with a

65、mix of such skills,facilitating the school-to-work transition.VET is also key to addressing the accelerating pace of change in demand for skills.Throughout their careers,workers will need to upskill and reskill more frequently,and VET programmes can help bridge this gap.They will need however to rem

66、ain flexible to meet the needs and preferences of adult learners that often face time constraints due to work and family responsibilities.Online learning and part-time provision can help make VET more accessible.Ensuring that vocational programmes are steppingstones to further learning also requires

67、 stronger pathways between VET and other levels of education.On average across OECD countries,a quarter of VET students are enrolled in upper secondary programmes that do not provide direct access to tertiary education.Even where there is good access,often,we only see a small proportion of graduates

68、 of these programmes taking advantage of it during their careers,while students who do continue find they do not always have the tools they need to succeed.Making VET a first choice To make it an equally valuable alternative to academic education,we need to continue enhancing the quality and percept

69、ion of VET,and students need to be guided into programmes that match their talents and aspirations.Close partnerships with employers will be key.These partnerships can ensure VET remains relevant to labour-market needs through industry-validated curricula,enable the integration of valuable work-base

70、d learning components into VET programmes and facilitate the school-to-work transition.Presently,there are still too many VET programmes that operate without the close involvement of employers.For example,less than half of all upper secondary VET students are enrolled in programmes that include elem

71、ents of work-based learning,and there are several countries where such programmes are almost non-existent.10 EDUCATION AT A GLANCE 2023 OECD 2023 Strengthening the involvement of industry in VET should therefore be a priority.In recent years,many countries have taken steps to work more closely with

72、employers.These reforms include helping employers especially small and medium-sized enterprises to provide work-based learning,creating platforms to enable VET providers and industry to exchange knowledge,and involving industry professionals in VET teaching and career guidance.Providing policy maker

73、s with the evidence they need We can also do more to measure the full range of skills that VET students acquire,to capture the areas where VET students can excel beyond just academic skills.Better data on students practice-oriented,technical,and employability skills could help make VET programmes mo

74、re attractive.Towards this,the OECD launched the International VET Assessment initiative,which will provide internationally comparable data on the skills of VET students.In the medium-term,we are also examining ways to measure the quality of vocational outcomes directly,as learners complete their pr

75、ogrammes.For young people to make positive choices about whether to pursue a VET programme,they need access to effective careers guidance to encourage them to explore the full breadth of employment opportunities from an early age.Students should also have opportunities to visit workplaces and intera

76、ct with a range of workers well before they have to make any final decisions.Such first-hand experiences are powerful learning opportunities and associated with better employment outcomes in adult life.These efforts will be most effective when supported by good data and evidence.In contrast to gener

77、al schooling though,which has benefited in recent decades from considerable coverage in international large-scale assessments,there is comparatively little data available for VET.At tertiary level,the data is almost entirely absent,with no established definitions of academically and professionally o

78、riented programmes.Data that does exist is hard to interpret due to differences in countries VET and training arrangements.At the OECD,we continue working to fill data gaps to provide the evidence policy makers need to build better VET systems,balance skills demand and supply,foster greater particip

79、ation in lifelong learning,and ultimately provide the enabling conditions for strong economic performance and improvements in well-being.Mathias Cormann,OECD Secretary-General 11 EDUCATION AT A GLANCE 2023 OECD 2023 Readers guide The organising framework Education at a Glance 2023:OECD Indicators of

80、fers a rich,comparable and up-to-date array of indicators that reflect a consensus among professionals on how to measure the current state of education internationally.The indicators provide information on the human and financial resources invested in education,how education and learning systems ope

81、rate and evolve,and the returns to investments in education.They are organised thematically,each accompanied by information on the policy context and interpretation of the data.The indicators are organised within a framework that distinguishes between the actors in education systems,groups them acco

82、rding to the types of issues they address and examines contextual factors that influence policy(Figure A).In addition to these dimensions,the time perspective makes it possible to visualise dynamic aspects of the development of education systems.Figure A.Organising framework of indicators in Educati

83、on at a Glance Actors in education systems The OECD Indicators of Education Systems(INES)programme seeks to gauge the performance of national education systems as a whole,rather than to compare individual institutional or other subnational entities.However,there is increasing recognition that many i

84、mportant features of the development,functioning and impact of education systems can only be assessed through an understanding of learning outcomes and their relationships to inputs and processes at the level of individuals and institutions.To account for this,the first dimension of the organising f

85、ramework distinguishes the three levels of actors in education systems:12 EDUCATION AT A GLANCE 2023 OECD 2023 Education systems as a whole.Providers of educational services(institutions,schools),as well as the instructional setting within those institutions(classrooms,teachers).Individual participa

86、nts in education and learning,the students.These can be either children or young adults undergoing initial schooling and training,or adults pursuing lifelong learning programmes.Indicator groups The second dimension of the organising framework further groups the indicators into three categories:Indi

87、cators on the output,outcomes and impact of education systems:Output indicators analyse the characteristics of those exiting the system,such as their educational attainment.Outcome indicators examine the direct effects of the output of education systems,such as the employment and earning benefits of

88、 pursuing higher education.Impact indicators analyse the long-term indirect effects of the outcomes,such as the knowledge and skills acquired,contributions to economic growth and societal well-being,and social cohesion and equity.Indicators on the participation and progression within education entit

89、ies:These indicators assess the likelihood of students accessing,enrolling in and completing different levels of education,as well as the various pathways followed between types of programmes and across education levels.Indicators on the input into education systems or the learning environment:These

90、 indicators provide information on the policy levers that shape the participation,progression,outputs and outcomes at each level.Such policy levers relate to the resources invested in education,including financial,human(such as teachers and other school staff)or physical resources(such as buildings

91、and infrastructure).They also relate to policy choices regarding the instructional setting of classrooms,pedagogical content and delivery of the curriculum.Finally,they analyse the organisation of schools and education systems,including governance,autonomy and specific policies to regulate the parti

92、cipation of students in certain programmes.Contextual factors that influence policy Policy levers typically have antecedents:external factors that define or constrain policy but are not directly connected to the policy topic at hand.Demographic,socio-economic and political factors are all important

93、national characteristics to take into account when interpreting indicators.The characteristics of the students themselves,such as their gender,age,socio-economic status or cultural background,are also important contextual factors that influence the outcomes of education policy.The structure and cont

94、ent of Education at a Glance The indicators published in Education at a Glance 2023 have been developed within this framework.The chapters are structured through the lens of the education system as a whole,although the indicators themselves are disaggregated and analysed across different levels of e

95、ducation and education settings,and may therefore cover more than one element of the framework.Chapter A,The output of educational institutions and the impact of learning,contains indicators on the output,outcomes and impact of education in the form of the overall attainment of the population,as wel

96、l as the learning,economic and social outcomes(Figure A).Through this analysis,the indicators in this chapter provide context,for example,to shape policies on lifelong learning.They also provide insights into the policy levers needed to address areas where outcomes and impact may not be aligned with

97、 national strategic objectives.Chapter B,Access to education,participation and progression,considers the full education system from early childhood to tertiary education and provides indicators on the enrolment,progression and completion of students at each level and programme(Figure A).These indica

98、tors can be considered a mixture of output and outcome,to the extent that the output of each education level serves as input to the next and that progression is the result of policies and practices at classroom,institution and system levels.But they can also provide context to identify areas where p

99、olicy intervention is necessary to address issues of inequity,for example,or to encourage international mobility.Chapters C and D relate to the inputs into educational systems(Figure A):13 EDUCATION AT A GLANCE 2023 OECD 2023 Chapter C,Financial resources invested in education,provides indicators on

100、 expenditure in education and educational institutions,how that expenditure is shared between public and private sources,the tuition fees charged by institutions,and the financial mechanisms to support students.These indicators are mainly policy levers,but they also help to explain specific learning

101、 outcomes.For example,expenditure on educational institutions per student is a key policy measure that most directly affects individual learners,but it also acts as a constraint on the learning environment in schools and learning conditions in the classroom.Chapter D,Teachers,the learning environmen

102、t and organisation of schools,provides indicators on instruction time,teachers and school heads working time,and teachers and school heads salaries.These indicators not only represent policy levers that can be manipulated,but also provide contexts for the quality of instruction and for the outcomes

103、of individual learners.This chapter also presents data on the profile of teachers.In addition to the regular indicators and core statistics published,Education at a Glance also contains analytical work in textboxes.This work usually provides research elements that contribute to the understanding of

104、the indicator,or additional analysis of a smaller number of countries that complement the findings presented.Sustainable Development Goal 4 In September 2015,world leaders gathered to set ambitious goals for the future of the global community.Goal 4 of the Sustainable Development Goals(SDGs)seeks to

105、 ensure“inclusive and equitable quality education and promote lifelong learning opportunities for all”.Each target of the SDG 4 framework has at least one global indicator and a number of related thematic indicators designed to complement the analysis and the measurement of the target.The United Nat

106、ions Educational,Scientific and Cultural Organization(UNESCO)oversees the education SDG agenda in the context of the United Nations-led SDG framework.As the custodian agency for most of the SDG 4 indicators,the UNESCO Institute of Statistics(UIS)is co-ordinating global efforts to develop the indicat

107、or framework to monitor progress towards SDG 4 targets.In addition to collecting data,the UIS works with partners to develop new indicators,statistical approaches and monitoring tools to better assess progress across the education-related SDG targets.In this context,the OECDs education programmes ha

108、ve a key role to play in the achievement of and measuring progress towards SDG 4 and its targets.There is a high level of complementarity between the SDG 4 agenda and the OECDs education policy tools,instruments,evidence and dialogue platforms.The OECD is working with the UIS,the SDG 4 Steering Comm

109、ittee and the technical working groups that have been put in place to help build a comprehensive data system for global reporting,agree on the data sources and formulae used for reporting on the SDG 4 global indicators,and on selected thematic indicators for OECD and partner countries.The theme of v

110、ocational education and training in Education at a Glance 2023 Every edition of Education at a Glance focuses on a specific theme.As the selected theme for this years publication,vocational education and training(VET)is at the centre of Education at a Glance 2023.Table A summarises the indicators an

111、d chapters that contribute to the analysis of VET in this years Education at a Glance.Table A.Indicators relating to vocational education and training in Education at a Glance 2023 Chapter Indicator number Indicator Chapter A:The output of educational institutions and the impact of learning A1 To wh

112、at level have adults studied?A2 Transition from education to work:Where are todays youth?A3 How does educational attainment affect participation in the labour market?A4 What are the earnings advantages from education?A6 How are social outcomes related to education?A7 To what extent do adults partici

113、pate equally in education and learning?Chapter B:Access to education,participation and progression B1 Who participates in education?B3 Who completes upper secondary education?Chapter C:Financial resources invested in education C1 How much is spent per student on educational institutions?C2 What prop

114、ortion of national wealth is spent on educational institutions?14 EDUCATION AT A GLANCE 2023 OECD 2023 Chapter Indicator number Indicator C3 How much public and private investment in educational institutions is there?C4 What is the total public spending on education?Chapter D:Teachers,the learning e

115、nvironment and the organisation of schools D1 How much time do students spend in the classroom?D3 How much are teachers and school heads paid?D7 What is the profile of teaching staff at upper secondary level and what is the student-staff ratio?Statistical coverage Although a lack of data still limit

116、s the scope of the indicators in many countries,the coverage extends,in principle,to the entire national education system(within the national territory),regardless of who owns or sponsors the institutions concerned and regardless of how education is delivered.With one exception(described below),all

117、types of students and all age groups are included:children(including students with special needs),adults,nationals,foreigners and students in distance learning,in special education programmes or in education programmes organised by ministries other than the ministry of education,provided that the ma

118、in aim of the programme is to broaden or deepen an individuals knowledge.Vocational and technical training in the workplace is not included in the basic education expenditure and enrolment data,with the exception of combined school-and work-based programmes that are explicitly deemed to be part of t

119、he education system.Educational activities classified as“adult”or“non-regular”are covered,provided that the activities involve the same or similar content as“regular”education studies,or that the programmes of which they are a part lead to qualifications similar to those awarded in regular education

120、 programmes.Courses for adults that are primarily for general interest,personal enrichment,leisure or recreation are excluded.More information on the coverage of the indicators presented in Education at a Glance can be found in the OECD Handbook for Internationally Comparable Statistics on Education

121、 2018(OECD,20181).Comparability over time The indicators in Education at a Glance are the result of a continuous process of methodological improvement aimed at improving the robustness and international comparability of the indicators.As a result,when analysing indicators over time,it is strongly ad

122、vised to do so within the most recent edition only,rather than comparing data across different editions.All comparisons over time presented in this report and on the Education at a Glance Database(http:/stats.oecd.org)are based on annual revisions of historical data and the methodological improvemen

123、ts which have been implemented in this edition.Country coverage This publication features data on education from all OECD countries and Brazil,a partner country that participates in the INES programme,as well as other G20 and OECD accession countries that are not INES members(Argentina,Bulgaria,Croa

124、tia,the Peoples Republic of China,India,Indonesia,Peru,Romania,Saudi Arabia and South Africa).Data sources for the non-INES participating countries come from the regular INES data collections or from other international or national sources.In some instances,and where relevant,a country may be repres

125、ented through its subnational entities or specific regions.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities.The use of such data by the OECD is without prejudice to the status of the Golan Heights,East Jerusalem and Israeli settlements

126、in the West Bank under the terms of international law.Note on subnational regions When interpreting the results on subnational entities,readers should take into account their population as well as their geographical size.For example,in Canada,the population of Nunavut was 39 403 in 2021 and the terr

127、itory covers 1.9 million 15 EDUCATION AT A GLANCE 2023 OECD 2023 square kilometres,while the population of the province of Ontario is 14.8 million and the territory covers 909 000 square kilometres(OECD,20212).Large countries tend to be more diverse than smaller ones.Moreover,the measured subnationa

128、l variation is influenced by the definition of subnational entities.The smaller the subnational entities,the larger the measured variation.For example,for a country that has defined two levels of subnational regions(e.g.states and districts),the measured subnational variation for the smaller subnati

129、onal entities will be larger than for the larger subnational entities.The analyses presented in Education at Glance are based on large regions(OECD TL2 level),representing the first administrative tier of subnational government.Note on terminology:“partner countries”and“other participants”Education

130、at a Glance reports data on non-OECD countries.In particular,data on Brazil,which is a member of the Indicators of Educational System(INES)programme,are reported throughout the publication.Data on other G20 countries are reported when available.These countries are referred to as“partner countries”.I

131、n some instances,data on some subnational entities,such as England(United Kingdom),are included in country-level data.In line with the agreed upon OECD terminology,these subnational entities are referred to as“other participants”throughout the publication.The Flemish Community of Belgium and the Fre

132、nch Community of Belgium are abbreviated in the tables and figures as“Flemish Comm.(Belgium)”and“French Comm.(Belgium)”.Calculation of international means The main purpose of Education at a Glance is to provide an authoritative compilation of key international comparisons of education statistics.Whi

133、le overall values are given for countries in these comparisons,readers should not assume that countries themselves are homogeneous.The country averages include significant variations among subnational jurisdictions,much as the OECD average encompasses a variety of national experiences.For many indic

134、ators,an OECD average is presented;for some,an OECD total is shown.The OECD average is calculated as the unweighted mean of the data values of all OECD countries for which data are available or can be estimated.The OECD average therefore refers to an average of data values at the level of the nation

135、al systems and can be used to answer the question of how an indicator value for a given country compares with the value for a typical or average country.It does not take into account the absolute size of the education system in each country.If data from subnational entities are reported for some cou

136、ntries in an indicator,the subnational data are included in the calculation of the OECD average.If data from only one subnational region of a country are available,the data point will be used in the calculation of the OECD average as if the subnational region represents the entire country.If data fo

137、r more than one subnational region from a country are reported in an indicator,the unweighted average of all subnational regions from the country is calculated.This unweighted average is then treated as the corresponding country value for the calculation of the OECD average.The OECD total is calcula

138、ted as the weighted mean of the data values of all OECD countries for which data are available or can be estimated.It reflects the value for a given indicator when OECD countries are considered as a whole.This approach is taken for the purpose of comparing,for example,expenditure charts for individu

139、al countries with those of all of the OECD countries for which valid data are available,considered as a single entity.For tables using trend series,the OECD average is calculated for countries providing data for all reference years used.This allows the OECD average to be compared over time with no d

140、istortion due to the exclusion of some countries in the different years.For many indicators,an EU25 average is also presented.It is calculated as the unweighted mean of the data values of the 25 countries that are members or accession countries of both the European Union and the OECD for which data

141、are available or can be estimated.The 25 countries are Austria,Belgium,Bulgaria,Croatia,the Czech Republic,Denmark,Estonia,Finland,France,Germany,Greece,Hungary,Ireland,Italy,Latvia,Lithuania,Luxembourg,the Netherlands,Poland,Portugal,Romania,the Slovak Republic,Slovenia,Spain and Sweden.The EU25 to

142、tal is calculated as the weighted mean of the data values of all OECD-EU countries for which data are available or can be estimated.It reflects the value for a given indicator when the OECD-EU area is considered as a single entity.16 EDUCATION AT A GLANCE 2023 OECD 2023 For some indicators,a G20 ave

143、rage is presented.The G20 average is calculated as the unweighted mean of the data values of all G20 countries for which data are available or can be estimated(Argentina,Australia,Brazil,Canada,China,France,Germany,India,Indonesia,Italy,Japan,Korea,Mexico,the Russian Federation,Saudi Arabia,South Af

144、rica,the Republic of Trkiye,the United Kingdom and the United States;the European Union is the 20th member of the G20 but is not included in the calculation).The G20 average is not computed if data for both China and India are not available.OECD,EU25 and G20 averages and totals can be significantly

145、affected by missing data.In the case of some countries,data may not be available for specific indicators,or specific categories may not apply.Therefore,readers should keep in mind that the term“OECD/EU25/G20 average”refers to the OECD,EU25 or G20 countries included in the respective comparisons.OECD

146、,EU25 and G20 averages are not calculated if more than 40%of countries have missing information or have information included in other columns.In this case,a regular average is presented,which corresponds to the arithmetic mean of the estimates included in the table or figure.Classification of levels

147、 of education The classification of levels of education is based on the International Standard Classification of Education(ISCED),an instrument for compiling statistics on education internationally.ISCED 2011 was formally adopted in November 2011 and is the basis of the levels presented in this publ

148、ication.Table B lists the ISCED 2011 levels used in Education at a Glance 2023(OECD/Eurostat/UNESCO Institute for Statistics,20153).Table B.Education levels under the ISCED 2011 classification Terms used in this publication ISCED classification Early childhood education Refers to early childhood pro

149、grammes that have an intentional education component and aim to develop cognitive,physical and socio-emotional skills necessary for participation in school and society.Programmes at this level are often differentiated by age.ISCED 0(sub-categories:01 for early childhood educational development and 0

150、2 for pre-primary education)Primary education Designed to provide a sound basic education in reading,writing and mathematics and a basic understanding of some other subjects.Entry age:between 5 and 7.Typical duration:six years.ISCED 1 Lower secondary education Completes provision of basic education,

151、usually in a more subject-oriented way with more specialist teachers.Programmes may differ by orientation,general or vocational,though this is less common than at upper secondary level.Entry follows completion of primary education and typical duration is three years.In some countries,the end of this

152、 level marks the end of compulsory education.ISCED 2 Upper secondary education Stronger specialisation than at lower secondary level.Programmes offered are differentiated by orientation:general or vocational.Typical duration is three years.ISCED 3 Post-secondary non-tertiary education Serves to broa

153、den rather than deepen the knowledge,skills and competencies gained in upper secondary level.Programmes may be designed to increase options for participants in the labour market,for further studies at tertiary level or both.Programmes at this level are usually vocationally oriented.ISCED 4 Short-cyc

154、le tertiary education Often designed to provide participants with professional knowledge,skills and competencies.Typically,they are practically based,occupation-specific and prepare students to enter the labour market directly.They may also provide a pathway to other tertiary education programmes(IS

155、CED levels 6 or 7).The minimum duration is two years.ISCED 5 Bachelors or equivalent level Designed to provide participants with intermediate academic and/or professional knowledge,skills and competencies,leading to a first degree or equivalent qualification.Typical duration:three to four years full

156、-time study.This level is referred to as“bachelors”in the publication.ISCED 6 Masters or equivalent level Stronger specialisation and more complex content than bachelors level.Designed to provide participants with advanced academic and/or professional knowledge.May have a substantial research compon

157、ent.ISCED 7 17 EDUCATION AT A GLANCE 2023 OECD 2023 Terms used in this publication ISCED classification Programmes of at least five years duration preparing for a long-first degree/qualification are included at this level if they are equivalent to a masters level programme in terms of their complexi

158、ty and content.This level is referred to as“masters”in the publication.Doctoral or equivalent level Designed to lead to an advanced research qualification.Programmes at this level are devoted to advanced study and original research,and exist in both academic and professional fields.This level is ref

159、erred as“doctoral”in the publication.ISCED 8 In some indicators,intermediate programmes are also used.These correspond to recognised qualifications from ISCED 2011 level programmes which are not considered as sufficient for ISCED 2011 completion and are classified at a lower ISCED 2011 level.Fields

160、of education and training Within ISCED,programmes and related qualifications can be classified by field of education and training as well as by level.Following the adoption of ISCED 2011,a separate review and global consultation process took place on the ISCED fields of education.The ISCED fields we

161、re revised,and the UNESCO General Conference adopted the ISCED 2013 Fields of Education and Training classification(ISCED-F 2013)(UNESCO Institute for Statistics,20144)in November 2013 at its 37th session.The broad ISCED-F fields considered in this publication are:education;arts and humanities;socia

162、l sciences,journalism and information;business,administration and law;natural sciences,mathematics and statistics;information and communication technologies;engineering,manufacturing and construction;and health and welfare.Throughout this publication,the term“field of study”is used to refer to the d

163、ifferent fields of this classification.The term STEM(science,technology,engineering and mathematics)refers to the aggregation of the broad fields of natural sciences,mathematics and statistics;information and communication technologies;and engineering,manufacturing and construction.Standard error(S.

164、E.)Some of the statistical estimates presented in this report are based on samples of adults,rather than values that could be calculated if every person in the target population in every country had answered every question.Therefore,each estimate has a degree of uncertainty associated with sampling

165、and measurement error,which can be expressed as a standard error.The use of confidence intervals is a way to make inferences about the population means and proportions in a manner that reflects the uncertainty associated with the sample estimates.In this report,confidence intervals are stated at a 9

166、5%level.In other words,the result for the corresponding population would lie within the confidence interval in 95 out of 100 replications of the measurement on different samples drawn from the same population.In tables showing standard errors,the column with the heading“%”indicates the average perce

167、ntage,and the column with the heading“S.E.”indicates the standard error.Given the survey method,there is a sampling uncertainty in the percentages(%)of twice the standard error(S.E.).For example,for the values%=10 and S.E.=2.6,10%has a 95%confidence interval of approximately twice(1.96)the standard

168、error of 2.6.Thus,the true percentage would probably(error risk of 5%)be somewhere between 5%and 15%(“confidence interval”).The confidence interval is calculated as:%+/1.96 .,i.e.for the previous example,10%1.96 2.6=5%and 10%+1.96 2.6=15%.Symbols for missing data and abbreviations These symbols and

169、abbreviations are used in the tables and figures:a Data are not applicable because the category does not apply.b There is a break in the series.c There are too few observations to provide reliable estimates.d Includes data from another category.m Data are not available either missing or the indicato

170、r could not be computed due to low respondent numbers.18 EDUCATION AT A GLANCE 2023 OECD 2023 q Data have been withdrawn at the request of the country concerned.r Values are below a certain reliability threshold and should be interpreted with caution.x Data are included in another category or column

171、 of the table(e.g.x(2)means that data are included in Column 2 of the table).The statistical software used in the computation of indicators in this publication may result in slightly different values past the fourth significant digit after the decimal point when compared to national statistics.Furth

172、er resources The website www.oecd.org/education/education-at-a-glance provides information on the methods used to calculate the indicators,on the interpretation of the indicators in the respective national contexts,and on the data sources involved.It also provides access to the data underlying the i

173、ndicators and to a comprehensive glossary for technical terms used in this publication.This web publication contains interactive features:Hyperlinked sections allow the reader to access data of interest quickly.The majority of charts displayed may be customised.Data series may be removed or added by

174、 clicking on them and the data point value appears when hovering over a data series with a mouse.Some charts display a“Compare”button,with additional customisation opportunities.Readers may change the display of an indicator,select countries to compare,and analyse additional data breakdowns.All post

175、-production changes to this publication are listed at:https:/www.oecd.org/about/publishing/corrigenda.htm(corrections).Education at a Glance uses the OECDs StatLinks service.A URL below each table and figure leads to a corresponding Excel file containing the underlying data for the indicator.These U

176、RLs are stable and will not change.In addition,readers of the Education at a Glance e-book will be able to click directly on these links and the workbook will open in a separate window.The Education at a Glance Database on OECD.Stat(http:/stats.oecd.org)provides the raw data and indicators presented

177、 in Education at a Glance,as well as the metadata that provide context and explanations for countries data.The Education at a Glance Database allows users to break down data in more ways than is possible in this publication in order to conduct their own analyses of education systems in participating

178、 countries.It is also updated at regular intervals.The Education at a Glance Database can be accessed from the OECD.Stat site under the heading“Education and Training”.Layout of tables In all tables,the numbers in parentheses at the top of the columns are used for reference.When a consecutive number

179、 does not appear,that column is available online through the StatLlink at the bottom of the table.Abbreviations used in this report AES Adult Education Survey ECEC Early childhood education and care EEA European Economic Area ESS European Social Survey GDP Gross domestic product ICT Information and

180、communication technologies ISCED International Standard Classification of Education LFD Masters long-first degree 19 EDUCATION AT A GLANCE 2023 OECD 2023 NEET Neither employed nor in education or training NPV Net present value PIAAC Survey of Adult Skills PISA Programme for International Student Ass

181、essment PPP Purchasing power parity R&D Research and development S.E.Standard error STEM Science,technology,engineering and mathematics TALIS Teaching and Learning International Survey UIS UNESCO Institute of Statistics UOE Refers to the data collection managed by the three organisations,UNESCO,OECD

182、,Eurostat VET Vocational education and training 20 EDUCATION AT A GLANCE 2023 OECD 2023 References OECD(2021),OECD Regional Statistics(database),http:/stats.oecd.org/Index.aspx?DataSetCode=REGION_DEMOGR.2 OECD(2018),OECD Handbook for Internationally Comparative Education Statistics:Concepts,Standard

183、s,Definitions and Classifications,OECD Publishing,Paris,https:/doi.org/10.1787/9789264304444-en.1 OECD/Eurostat/UNESCO Institute for Statistics(2015),ISCED 2011 Operational Manual:Guidelines for Classifying National Education Programmes and Related Qualifications,OECD Publishing,Paris,https:/doi.org

184、/10.1787/9789264228368-en.3 UNESCO Institute for Statistics(2014),ISCED Fields of Education and Training 2013(ISCED-F 2013):Manual to Accompany the International Standard Classificiation of Education 2011,UNESCO Institute for Statistics,Montreal,https:/doi.org/10.15220/978-92-9189-150-4-en.4 21 EDUC

185、ATION AT A GLANCE 2023 OECD 2023 Executive Summary Education at a Glance is the definitive guide to the state of education around the world.It analyses all levels of education and provides data on topics such as attainment,enrolment,finance and the organisation of education systems.The 2023 edition

186、focuses on vocational education and training(VET)-a vital part of a countrys education system that offers students an alternative to academic-focused education.Readers interested in a summary of the main findings on VET are referred to the accompanying Spotlight on VET(OECD,2023).Early childhood edu

187、cation and care enrolment common at age 2 or 3 High-quality early childhood education and care helps to give all children an equitable start in life and is especially vital for the most disadvantaged children.It is also a key tool for enabling both parents to work and for increasing womens participa

188、tion in the labour market.Across the OECD,on average,18%of children under the age of 2 are enrolled in early childhood education and care.Among 2-year-olds,the average rate rises to 43%,but the situation varies widely.Although enrolment at this age exceeds 90%in Iceland,Korea,Norway and Sweden,it re

189、mains in the single digits in nine other OECD countries.Once children reach the age of 3,early childhood education and care is the norm in the vast majority of OECD countries,with an average enrolment rate of 74%.Nevertheless,in four countries the proportion of children enrolled remains in the singl

190、e digits,with potentially negative impacts on equity.More young adults completing upper secondary education Upper secondary attainment is often considered the minimum requirement for successful participation in the labour market.However,on average,14%of all 25-34 year-olds across the OECD had not co

191、mpleted upper secondary education in 2022.While this share is still too high,it represents a significant improvement compared with 2015,when it was 18%.The share of young adults without upper secondary attainment fell in all but two OECD countries and some countries have made especially significant

192、progress.For instance Portugal has reduced the share of young adults without upper secondary education by 17 percentage points while Trkiye has reduced it by 15 percentage points.Higher upper secondary completion rates help create a more educated workforce,with better careers,pay and prospects.Curre

193、ntly,77%of those entering general upper secondary education complete it on time,and a further 10%complete it within the following two years.The rate is lower for those entering vocational upper secondary education.Only 62%per cent complete their programme on time and another 11%within the following

194、two years.Of the remaining 27%,many are unlikely to successfully complete their programme at all.Less than half of VET students enrol in combined school-and work-based programmes VET is an important and popular element of most education systems in OECD countries,with on average 44%of upper secondary

195、 students enrolled in vocational programmes.These programmes vary considerably from country to country,but there are common features that contribute to high-quality vocational education.One of the most important is the inclusion of work-based learning.This provides many advantages,including allowing

196、 students to apply their skills in a practical setting and easing the transition from school to work.However,combined school-and work-based programmes remain a rarity in many countries.On average only 45%of all upper secondary VET students are enrolled in such schemes across the OECD.22 EXECUTIVE SU

197、MMARY EDUCATION AT A GLANCE 2023 OECD 2023 Effective pathways from upper secondary vocational education to higher education are another characteristic of high-quality programmes.While most upper secondary VET students have access to tertiary education upon successful completion of their programmes,a

198、 quarter of them are enrolled in programmes that do not provide access to tertiary education upon completion.Spending per student varies greatly across OECD countries Adequate funding is a precondition for providing high-quality education.Most OECD countries invest 3-4%of their GDP in primary and se

199、condary education,rising to at least 5%of GDP in Colombia and Israel.In contrast,six OECD countries invest less than 3%of GDP in primary and secondary education.Investment in education as a share of GDP is a measure of the priority that countries give to education,but it does not reflect the resourc

200、es available within education systems as GDP levels vary between countries.Expenditure per student varies greatly across OECD countries.Colombia,Mexico and Trkiye spend less than USD 5 000 per student annually,while Luxembourg spends almost USD 25 000.There are also significant differences in expend

201、iture per student by type of programme.On average across the OECD,annual spending per student is USD 11 400 in general upper secondary education,while it is USD 13 200 in vocational upper secondary education.This often reflects the costs of specialised equipment and infrastructure that are needed in

202、 VET programmes.Low wages reduce the attractiveness of the teaching profession Many OECD countries are facing teacher shortages.Competitive salaries are crucial to retaining teachers and attracting more individuals to the profession,although other factors are also important.In many OECD countries te

203、aching is not a financially attractive career choice.On average,lower secondary teachers actual salaries are 10%below those of tertiary-educated workers,but in some countries the gap is over 30%.Low wage growth for teachers partly explains the gap between teachers salaries and those of other tertiar

204、y-educated workers.In all but six OECD countries,statutory wages for lower secondary teachers have grown by less than 1%per year in real terms since 2015.Even worse,real statutory wages have actually fallen in almost half of all OECD countries for which data are available.This follows a period of lo

205、w or even negative wage growth in many countries in the aftermath of the 2008-09 financial crisis.23 EDUCATION AT A GLANCE 2023 OECD 2023 Russias large-scale war of aggression against Ukraine has forced the displacement of millions of Ukrainians across the world,many of whom have been received by OE

206、CD countries.As of June 2023,the number of Ukrainian refugees across the OECD stands at approximately 4.7 million,with around 3.7 million registered in European Union(EU)OECD countries.In absolute terms,Germany,Poland,and the United States accommodate the largest number of Ukrainian refugees,while E

207、stonia,the Czech Republic,and Lithuania have received the highest proportion of refugees relative to their population(OECD,forthcoming1).An estimated 40%of these refugees are children,whose futures and education have been disrupted.OECD countries have taken many measures in order to effectively rece

208、ive and manage the influx of Ukrainian arrivals.In European countries,Ukrainians benefit from the European Unions(EU)temporary protection scheme launched on 4 March 2022(European Union,20222).The EU temporary protection scheme allows those fleeing the war and devastation in Ukraine to benefit from h

209、armonised rights across the EU.This includes residency rights,access to the labour market,medical assistance and freedom of movement within the EU.In particular,it allowed Ukrainians under 18 to benefit from the same education policies as nationals and EU citizens and to continue their education dur

210、ing the school year 2021/22.This situation has been challenging for countries and has created capacity problems in schools,higher education institutions and other educational institutions.In May 2022,the OECD Secretariat launched its first data collection on the emergency policies OECD countries had

211、 put in place to accommodate Ukrainian refugee students in their education systems at the onset of the war.As the war continued beyond the 2021/22 academic year,OECD host countries had to change their policy responses from emergency measures to measures which ensure the lasting inclusion of Ukrainia

212、n refugees in education.Considering this,the OECD Secretariat launched a new data collection in February 2023,in which 26 countries and other participants took part.Analysis Enrolment in education systems is important for refugees not only for their academic performance and future labour-market pros

213、pects,but also for their social and emotional well-being(Cerna,20193).Integrating refugee children into school systems can also improve the employment prospects of their parents and guardians,making it easier for them to take up employment while their children are in education(OECD,20234).The 2023 O

214、ECD Survey on Ensuring Continued Learning of Ukrainian Refugee Students collected data on the barriers countries faced and the measures they took in integrating Ukrainian refugees into their education systems,from pre-primary to tertiary level.The survey also covered vocational education and trainin

215、g(VET)and remote learning opportunities.The OECD survey covered policies and challenges at both the national level,and at institutional level where education institutions operate independently(see Definitions section).Although language was the main barrier countries reported across all levels and ty

216、pes Ensuring continued learning for Ukrainian refugees 24 EDUCATION AT A GLANCE 2023 OECD 2023 of education,other barriers and measures varied depending on the age of the refugees and their educational attainment.Early childhood education and care One-third of the children who were displaced from th

217、eir homes in Ukraine are estimated to be under 6 years-old(UNICEF,20235)Adverse life experience in the early years,when children experience rapid brain growth and development,can have long-lasting negative effects(Center on the Developing Child,20076).High-quality early childhood education and care(

218、ECEC)services which are inclusive of refugees and their needs can be a valuable tool for offsetting the effects of trauma and displacement(UNICEF,20235).ECEC is considered extremely important for laying down the foundations for future learning,skills development and well-being.High-quality ECEC can

219、be a powerful means of ensuring equity and inclusion in society,and an effective tool for increasing childrens socio-emotional skills and school readiness.These skills can be particularly valuable for refugee children.However,statistics show that only 1 in 3 refugee children under the age of 6 are r

220、egistered for ECEC in their host societies(UNICEF,20235).In most OECD countries,over 80%of children aged 3 to 5 years-old are enrolled in some form of ECEC(Education at a Glance Database).As well as being beneficial for children,ECEC also plays an important role in allowing carers of young children

221、to take up employment.Around 70%of arrivals from Ukraine are women with children,often without their partners,making the availability of adequate and affordable childcare essential for womens socio-economic integration(OECD,20234).A survey by the European Agency for Fundamental Rights found that 3 i

222、n 10 Ukrainian refugees could not work because of care obligations,which affected women(33%)more frequently than men(9%)(European Union Agency for Fundamental Rights,20237).Ukrainian refugees face many barriers in accessing ECEC.These include language barriers,teacher and staff shortages,financial b

223、arriers,lack of information on how to enrol,and lack of places for children.For many European countries,demand for ECEC has outstripped supply for several years(UNICEF,20235).Language was the most reported barrier identified by countries responding to the OECD 2023 survey,followed by the relatively

224、low integration of Ukrainian families in the(educational)system,teacher and staff shortages,and financial barriers.There are several aspects of the work of ECEC staff which are considered important for the effective early childhood education of refugee children.These include providing psychological

225、support,ensuring socio-emotional well-being,working with diverse children and families,and trauma-informed care(UNICEF,20235).While most of the countries taking part in the OECD survey reported that these formed part of the initial training of all ECEC teaching staff,some introduced specific trainin

226、g measures after the arrival of Ukrainian children.In the Slovak Republic,for example,the Ministry of Education arranged the provision of specific materials and voluntary training for teachers on the psychological support and integration of children from Ukraine.Estonia has organised additional supp

227、ort and funding for pre-school childcare institutions in regional counselling centres,which include speech therapists,special education teachers,and psychological and social-pedagogical counselling.Additional funds were also allocated to support the training and hiring of specialist support teachers

228、.In France,specific training has been created to help teachers deal with pupils arriving from Ukraine and other countries facing war.Teachers benefit from this training regardless of the level of school they teach.Recruiting Ukrainian-speaking staff can improve communication between the refugee chil

229、dren and their families and the education system.It can also be a highly effective measure in ECEC,since research shows that mother-tongue education can result in increased cognitive development and greater second language literacy.A host countrys support for a refugees native language can lead to i

230、mproved self-esteem and the retention of identity among refugee students and their families(Cerna,20193).Spain 25 EDUCATION AT A GLANCE 2023 OECD 2023 reports that it has recruited around 200 Ukrainian language assistants so far into Spanish schools,with 90 of them assigned to pre-primary and primar

231、y schools.The goal of these assistants is to provide educational support and assist with integration.Several countries also report expanding their ECEC sector in response to the influx of Ukrainian children.This has been achieved through measures such as recruiting new staff,opening new ECEC setting

232、s and financial support.Financial support was most frequently reported to be a high priority measure in the survey.Spain,for example,has created a specific funding programme to help education settings at ECEC,primary and secondary levels cope with the influx of refugees.This includes transport subsi

233、dies for Ukrainian school assistants,school transport for students and school meal subsidies.Financial support was also provided in Slovenia,where parents under temporary protection are entitled to reduced kindergarten fees,which they can apply for through their local Social Work Centre.Under certai

234、n circumstances,their kindergarten fees are paid in full.In New Zealand,access to ECEC remains free for all resident children between 3 and 5 for up to 20 hours a week,regardless of their status as a refugee or otherwise.From primary to upper secondary education(general education)Several structural

235、and familial barriers make it difficult for Ukrainian refugee students to enrol in schools in their host countries.Structural barriers include language,lack of learning spaces/resources and teacher shortages,and the fact that school is not compulsory for refugee children in some countries.Personal a

236、nd familial barriers include the intention to return to Ukraine in the short to medium term,concerns about the future recognition of skills or competencies in Ukraine,and lack of information on how to enrol.Students academic aspirations,social and emotional well-being,and future labour-market potent

237、ial may be affected by these barriers.It is important for countries to continue to monitor whether these barriers are causing issues and apply their policies accordingly.Language was the most frequently reported barrier identified by the countries and other participants taking part in the survey.Lan

238、guage is one of the key factors that can promote or hinder the integration of refugee children.Not only is it important for academic achievement,but it is essential for developing a sense of belonging at school(Cerna,20193).For refugees,achieving a successful education relies greatly on the linguist

239、ic environment of their host country and its level of acceptance of multilingualism and intercultural education(UNESCO,2019,p.138).The countries responding to the OECD survey reported that many Ukrainians do not speak the language of their host country,which can make it difficult for students,parent

240、s and guardians to understand enrolment processes and requirements,and hinder students ability to understand their course and connect with teachers and peers.Furthermore,many do not hold the formal language certificates they need to enrol in some programmes and courses.Another barrier to enrolment i

241、s students and their familys intention to return to Ukraine as soon as possible.For instance,if they are hoping to return in the short or medium term,they may not be able to complete an educational programme in their host country or may be less motivated to integrate into a new education system.Rela

242、tedly,countries report that many students choose to follow the online curriculum offered by the Ukrainian government,instead of enrolling in their host countrys education system(see below).Lack of capacity to accept new students is another barrier.For instance,England(United Kingdom)reported that,in

243、 some cases,schools have had to create additional capacity,exceeding their usual capacity limits.Countries and systems have taken numerous measures to support the enrolment of Ukrainian students in their education systems from primary to upper secondary level.The provision of information mediums(boo

244、klets,websites etc.)was the most frequently reported measure in the survey,followed by language catch-up courses,recruitment of Ukrainian-speaking personnel,and co-operation/communication with the Ukrainian authorities(Figure 1).Other measures included information sessions for families,awareness inf

245、ormation campaigns,and the establishment of temporary reception classes to facilitate integration.26 EDUCATION AT A GLANCE 2023 OECD 2023 Language catch-up courses can take different forms,such as online courses,preparatory classes and the creation of additional language classes in universities,scho

246、ols and community centres.Some countries offer school-age children language catch-up courses as part of the curriculum,while others offer them outside of school or as part of a preparatory class.In Austria,students who lack proficiency in German are often taught in separate temporary classes,whereas

247、 in some cases,exclusive classes for Ukrainian students have been set up.In Croatia,students from Ukraine are enrolled in preparatory classes where they learn Croatian and are monitored and evaluated according to their abilities.In Switzerland,most refugees from Ukraine at upper secondary level are

248、placed in bridge-year programmes to prepare them for later enrolment in regular programmes.These bridge-year programmes largely focus on language learning.In Hungary,if children are having difficulty continuing their studies due to a lack of knowledge of Hungarian,or because of differences in the re

249、quirements of Hungarian schools and their home country school,they may,with the permission of the school leader,repeat the grade already completed by attending catch-up courses and language classes.Ukrainian children are provided with 5 hours per week of individual preparation(in the afternoon)in ad

250、dition to the regular timetable.To facilitate language learning among non-Hungarian students,a free Hungarian-as-a-foreign-language textbook for grades 3-8 has also been made available to the institutions concerned.Figure 1.Measures to support the enrolment of Ukrainian refugee students in schools i

251、n OECD countries(2023)Primary education,in per cent of countries Note:The figure only includes instances where countries answer Yes and then excludes No,Not applicable and Missing answers.3 out of 28 countries have not answered this question.Readers are kindly invited to consult the database on Ensu

252、ring a continued learning for Ukrainian refugees for further information.Measures are ranked in descending order of the share of countries and other participants adopting them at the national level.Source:OECD(2023)Survey on Ensuring Continued Learning of Ukrainian Refugee Students StatLink 2 https:

253、/stat.link/9w8xqe 27 EDUCATION AT A GLANCE 2023 OECD 2023 Estonia has set up two Ukrainian-only schools,the Vabaduse School for lower and upper secondary education and the Rgu school for primary education.The country also set up an online language learning platform for all levels of education,with g

254、ames,videos and presentations.In Latvia,the Riga Ukrainian Secondary School,which provides in-depth opportunities to learn the Ukrainian language and about its history and culture,had already been established for 20 years.During the summer holidays,the school set up summer camps for students and tea

255、chers to learn the Latvian language,and also camps for Ukrainian children and Latvian children together.The French Community of Belgium has installed the Dispositif dAccueil et de Scolarisation des lves Primo-Arrivants et Assimils programme(Reception and Schooling System for New Arrivals and Assimil

256、ated Pupils,DASPA)which aims to facilitate the reception,education and integration of all newly arrived children.Schools with at least eight new migrant or refugee students can benefit from the programme,which can last up to 18 months.The programme follows a specific framework which gives newly arri

257、ved children additional supervision,and time to adapt and integrate into the Belgian socio-cultural and school system.In Finland,many Ukrainian upper secondary students participate in tutkintokoulutukseen valmistava koulutus(preparatory education for degree training,TUVA),a bridging programme design

258、ed for learners under 18 and for adults who have not completed upper secondary education.The goal is to find a direction for further studies and to improve the skills needed to continue to upper secondary level,such as suitable study skills,life management skills or language skills.In the United Sta

259、tes,states and local education entities are required to provide language assistance programmes to all English learners,regardless of national or domestic origin.Services include age-appropriate English language literacy;tutoring,newcomer,or transitional programmes;after-school and summer programmes;

260、mentoring;mental health support;and programming that supports integration.The Additional Ukraine Supplemental Appropriations Act,2022(AUSAA)gave the Office of Refugee Resettlement specific appropriations to provide these benefits and services.Many of the countries and other participants hosting Ukra

261、inian refugees have provided dedicated information through campaigns or other means,which can be vital for newly arrived refugees who are not familiar with the host countrys education system and processes(Figure 1).Information has been provided in a variety of forms such as online information platfo

262、rms,conferences in schools and community centres,and information on social media.In Poland,for example,the Ministry of Education and Science launched an information campaign including a chatbot,a helpline and an email inbox,partially available in Ukrainian,to provide information on admission to scho

263、ols to the parents and guardians.Since mid-August 2022,the helpline has been operated by the Polish Centre for International Aid in co-operation with the ministry and the United Nations Childrens Fund(UNICEF).Information about Polands education system and enrolment procedures for Ukrainians was also

264、 published online,on the Ministry of Education website as well as on all local government websites.Other common measures to ensure enrolment include the creation of teaching materials in Ukrainian and co-operation with Ukrainian authorities.These measures can help children to retain their identity a

265、nd language skills from their home country,which forms an important part of their social and emotional well-being(Figure 1).Enabling refugees to continue some of their education in their own language can also enable them to support the recovery and rebuilding of their own country once peace returns(

266、Debating Europe,20179).Some countries have also taken measures to recruit Ukrainian-speaking staff,such as France,who have hired Ukrainian-speaking staff for all levels of pre-school and school education.The newly hired Ukrainian-speaking staff work in dedicated centres for newly arrived non-French

267、speaking students(CASNAV),who are in charge of welcoming,academically assessing and guiding new arrivals from Ukraine through the school enrolment process.Measures to make it easier for children with disabilities to enrol,such as adapted curricula for individualised learning or recruitment of teachi

268、ng assistants who specialise in disability issues,vary among countries.28 EDUCATION AT A GLANCE 2023 OECD 2023 Most countries that took part in the survey reported that the standard measures for children with disabilities apply to all children enrolled in school,regardless of whether they have refug

269、ee status or not.A few countries have applied specific measures for Ukrainian students with special education needs,however.In Romania,for example,one of the Ministry of Educations main priorities was to adapt its legislative and administrative measures in order to ensure that disabled children with

270、 special education needs can have access to kindergartens and schools under the same conditions as Romanian children.Vocational education and training Vocational education and training(VET)can play a valuable role in boosting young peoples skillsets and employability and can have long-lasting positi

271、ve effects on their labour-market potential.Countries across the OECD place increasing emphasis on the positive effects of VET programmes for both individuals and the labour market(Semeraro,201910).Around 1 in 9 Ukrainian refugees reported holding VET qualifications in a survey conducted by the Euro

272、pean Union Agency for Asylum(EUAA)and the OECD across several EU countries in October 2022(European Union Agency for Asylum and OECD,202211).Vocational education and training is an important educational sector in Ukraine,with one-third of upper secondary students enrolled in vocationally-orientated

273、programmes in 2020 However,many Ukrainian students have had to interrupt their VET programmes following the war.In addition to existing students whose studies have been interrupted,some refugees may want to enrol in VET programmes in their host countries since practical orientated training might hel

274、p overcome any language barriers they could be facing(Cedefop,202212).For host countries,helping Ukrainian students to access VET is key not only to allowing students to continue their education,but also to supporting their own labour markets and to help with the future rebuilding of Ukraine(OECD,20

275、2213).However,Ukrainian refugee students face barriers to accessing VET programmes in their host societies.The recognition of skills and prior qualifications can be a particular challenge.Many countries are making efforts to scale up,adapt and reinvent their VET programmes in the face of these barri

276、ers.As with many of the educational sectors accommodating refugee students,language is the most common barrier in accessing VET programmes.In most of the countries taking part in the OECD survey,VET is conducted in the host countrys language,and very few offer VET programmes in additional languages

277、such as English.For example,Norway reports that a prerequisite for attaining an apprenticeship is sufficient skills in the Norwegian language.Lack of available information and lack of knowledge about local labour markets are also common barriers.Host countries reported that Ukrainian refugees,in mos

278、t cases,do not have knowledge of the VET and labour-market opportunities that exist.One of the key reasons for this is a lack of accessible information.VET programmes and labour-market opportunities tend to be country specific,and knowledge about how they work and the kinds of opportunities availabl

279、e is not generally widespread at international level.Recognition of prior learning(RPL)plays a key role in the integration of highly skilled refugees.Prior learning,either from education or from informal learning,needs to be recognised to support the inclusion and integration of refugees into their

280、new society,labour market or workplace.The process of recognising previous learning can also have positive effects on refugees self-esteem and well-being(Andersson,202114).Countries and other participants taking part in the OECD survey reported that they had updated both national and institutional-l

281、evel policies regarding RPL(Figure 2).In England(United Kingdom),the European Network Information Centre(ENIC)has researched how courses,levels and years of study in Ukraine compared to the English education system and has created a service to allow Ukrainians to apply for a“Statement of Comparabili

282、ty”proving their educational attainment,without having to take additional exams.Lithuania has adjusted its policy on admissions to VET institutions in order to ensure that Ukrainian VET students can continue their education and training in the same or similar programmes.Estonia enlisted both nationa

283、l and institutional-level policies with regard to RPL,through the national Estonian 29 EDUCATION AT A GLANCE 2023 OECD 2023 Academic Recognition Information Centre,and an institutional RPL system called VTA,which takes into consideration previous studies and work experience.Figure 2.Measures to help

284、 Ukrainian upper secondary students attain vocational qualifications(2023)In per cent of countries Note:The figure only includes instances where countries answer Yes and then excludes No,Not applicable and Missing answers.1 out of 28 countries have not answered this question.Readers are kindly invit

285、ed to consult the database on Ensuring a continued learning for Ukrainian refugees for further information.See the Definitions section for more information on National and Institutional levels.Measures are ranked in descending order of the share of countries and other participants adopting them at t

286、he institutional level.Source:OECD(2023),Survey on Ensuring Continued Learning of Ukrainian Refugee Students.StatLink 2 https:/stat.link/o8vwde Countries also reported the provision of bridging programmes to smooth refugee students integration into VET.Estonia,for example,allows students to choose a

287、“vocational selection programme”,which allows them to build up key competencies and language skills,while familiarising themselves with different subjects.In the United States,while a distinct upper secondary VET programme does not exist,some measures related to vocational courses or vocationally-or

288、ientated trainings are available for refugees.For instance,the Refugee Career Pathways programme provides Vocational English language training.At subnational level,the Miami-Dade County Public Schools Technical Colleges Skills for Academic,Vocational,and English Studies(SAVES)Program,sponsored by th

289、e Florida Department of Children and Families Refugee Services Program,offers free vocational/technical classes to refugee students.The 30 EDUCATION AT A GLANCE 2023 OECD 2023 Maryland Office for Refugees and Asylees(MORA)provides the Refugee Youth Mentoring Program,which supports academic and vocat

290、ional achievement for young refugees aged 15-24.Similarly,administrative support and mentoring systems were also among the measures taken(Figure 2).Ireland,for example,aims to support all Ukrainian VET(or further education and training,as it is referred to in Ireland)students throughout all phases o

291、f the learning process.This includes staff support in Regional Education and Language Teams placed around the country.Resources for students include tutors who can offer academic guidance,among other localised forms of support.Furthermore,the Irish Universities Association is in the process of estab

292、lishing a Central Irish Higher Education Helpdesk with the aim of providing support to those who wish to enter VET programmes.The Republic of Trkiye has created a weekly course schedule in the Vocational Training Centre for people under temporary protection to increase their access to education and

293、their employability levels but also to strengthen social integration.To increase the visibility of their national vocational and technical education system,information about over 50 educational programmes has been translated into English and published online.The website also publicises the fields/br

294、anches and professions taught in vocational and technical education institutions,digital education materials,and career and employment opportunities for students.Tertiary education Recent data show that the population of refugees from Ukraine are highly educated and many have had their higher educat

295、ion degrees disrupted.76%of women and 71%of men who have fled Ukraine since 2022 have completed higher education qualifications of BA/BSc and above,and 5.9%of women and 8%of men have report having incomplete higher education(Perelli-Harris et al.,202315).This has led to new demand for access to tert

296、iary education and a new set of challenges for host countries and their tertiary education policies.There are several personal and structural barriers that can make it difficult for Ukrainian students to enrol in tertiary education in host countries and systems.These include financial barriers,langu

297、age barriers,problems regarding recognition of prior learning and administrative difficulties.Language was the most frequent barrier reported in the OECD survey,followed by equivalence with diplomas/qualifications and financial barriers.Capacity issues in higher education systems,lack of information

298、 about the host countrys higher education system and relatively low integration of Ukrainian families in the(educational)system were reported less frequently.These challenges were reported at both institutional and national levels.As mentioned above,recognition of prior learning plays a key role in

299、the integration of highly skilled refugees and migrants into the education system(Andersson,202114).Not only does it offer clear economic benefits for individuals and their employment prospects to have their prior qualifications recognised,but it can increase their self-esteem and confidence on a pe

300、rsonal level(Global Education Monitoring Report,201816).Furthermore,data collected from European Network of Information Centres across Europe indicate that many Ukrainian refugees hold qualifications in fields where there are skill shortages in their host countries,such as health care and education(

301、Norris,Duffy and Krasnoshchok,202317).These qualifications and skills could be harnessed to benefit both host countries and the refugees themselves.31 EDUCATION AT A GLANCE 2023 OECD 2023 Figure 3.Measures to ease the integration of students at tertiary level(2023)In per cent of countries Note:The f

302、igure only includes instances where countries answer Yes and then excludes No,Not applicable and Missing answers.3 out of 28 countries have not answered this question.The question asked for measures taken after the war began,and therefore it must be noted that while some countries answered“No”,it ma

303、y not indicate that they do not take this measure,but rather that they implicated this measure prior to the war.Readers are kindly invited to consult the database on Ensuring a continued learning for Ukrainian refugees for further information.See the Definitions section for more information on Natio

304、nal and Institutional levels.Measures are ranked in descending order of the share of countries and other participants adopting them at the institutional level.Source:OECD(2023),Survey on Ensuring Continued Learning of Ukrainian Refugee Students.StatLink 2 https:/stat.link/x23s8b Countries and other

305、participants across the OECD have put in place exceptional measures at national and institutional level in order to include Ukrainian refugees in their higher education institutions(Figure 3).Systems have been adapted and made more flexible in numerous ways,such as offering financial aid,language co

306、urses,administrative and academic guidance,and procedures for recognition of prior learning.Financial aid was the top national measure reported in the OECD survey,followed by fee waivers and language courses.At institutional level,the top three actions taken were language courses,the facilitation of

307、 administrative procedures,recognition of prior learning,and fee waivers.Several countries have formed collaborations with Ukrainian universities and researchers;for example,over 100 partnerships between Ukrainian and English universities have been created.In May 2022,Ireland established the Nationa

308、l Student and Researcher Helpdesk to assist displaced students and researchers from Ukraine to apply to the higher education system or to be matched with a principal investigator to continue their research.Over 1 126 students applied via the helpdesk.To further support these students,a Temporary Tui

309、tion Fee Support Scheme was implemented through which the 32 EDUCATION AT A GLANCE 2023 OECD 2023 government paid tuition fees for students studying a full-time course in a publicly funded higher education institution.They were also provided with a financial stipend of EUR 1 150 from the Erasmus nat

310、ional grant.These measures were for the 2022/23 academic year only.Spain has undertaken numerous measures at national and institutional level in order to include Ukrainian refugees in their higher education systems,as part of the University-Refugee Action Plan undertaken by the Ministry of Universit

311、ies in collaboration with Spanish universities.At national level,online government platforms provide relevant information to the refugees and the universities hosting them,available in both Ukrainian and Spanish.For instance,instructions on how to certify previous academic diplomas and qualification

312、s are available on the website of the Ministry of Inclusion,Social Security and Migration.Ukrainian refugees also benefit from a faster processing time for the recognition and declaration of equivalent foreign university qualifications.At the institutional level,many universities in Spain offer addi

313、tional free Spanish lessons to the refugees during the semester.Several universities have implemented research grants to researchers and students,as well as administrative support.Spanish universities also offer various kinds of socio-emotional support systems.The University of Valencia,for example,

314、has established a psychological care service for recent arrivals,in collaboration with Psychologists Without Borders.France has also taken several measures to ease the enrolment of Ukrainian students in their higher education systems at both institutional and national level.Cit Universitaire of Pari

315、s has organised the Virtual House of Ukraine,for example,which is a website dedicated to Ukrainian arrivals at the university.It aims to help them with administrative procedures,access to medical and sports facilities,and to connect them with their new peers.France has also eased the registration an

316、d RPL procedures among establishments,and implemented additional French language courses,scholarships,and emergency financial aid schemes.Campus France,a public institution in charge of promoting French higher education abroad and welcoming foreign students and researchers,has set up several initiat

317、ives for Ukrainian students at national level,such as a frequently asked questions(FAQ)information site,psychological support services and an academic guidance and professional orientation centre.Many host countries offer financial aid to Ukrainian refugees who wish to enter higher education systems

318、.In Germany,Ukrainian students with refugee status are eligible to apply for German state educational support.There is also special funding for research on the war,and/or collaboration with Ukrainian scientists and students.This is provided by the Foundation Innovation in Higher Education Teaching(S

319、tiftung Innovation in der Hochschullehre),who have offered around EUR 2 million so far for selected projects during the academic year 2022/23.The special funding aims to create university teaching,learning and support services for students who would like to continue their studies temporarily,digital

320、ly or in person,at a university in Germany,as well as to help Ukrainian scientists and university members.In the United States,several universities,such as the University of Chicago,are providing full tuition scholarships to students affected by the war in Ukraine as well as additional mentoring sup

321、port.Remote learning Many Ukrainian families opted to follow the All-Ukrainian Online School programme in place of attending local schools during the early stages of Russias large-scale aggression.As the war continues,however,the importance of registering in national education systems has grown.In c

322、ases where children and young people cannot register in national education systems quickly,organisations such as UNICEF have called for the provision of multiple pathways to learning,including providing access to online learning opportunities(UNICEF,202318).The Ukrainian Ministry of Education and Sc

323、ience created an online distance and blended-learning platform in response to COVID restrictions in 2020,the All-Ukrainian Online School.It has since been mobilised in response to the forced displacement and the disruption of Ukrainian childrens education and is now considered as a tool to encourage

324、 students to continue their link with the Ukrainian education system 33 EDUCATION AT A GLANCE 2023 OECD 2023 (Ministry of Education and Science of Ukraine,202319).The All-Ukrainian Online School offers distance and blended-learning for children in primary and secondary school,as well as methodologic

325、al support for teachers.The platform is available online and through mobile applications,and includes video lessons,tests and materials for independent work in a range of subjects,including Ukrainian literature and language,biology,history,maths,and English.In collaboration with UNICEF,information o

326、n the organisation of the All-Ukrainian Online School has been translated into 12 European languages(Ministry of Education and Science of Ukraine,202319).Access to digital technologies can be very valuable for refugees and can help them to overcome feelings of isolation,find peer support and stay co

327、nnected with family.It can also provide access to valuable education opportunities,particularly in the tertiary education sector(UNHCR,n.d.20).These may be additional positive side effects for host countries providing remote learning opportunities to Ukrainian refugees.Only 15 countries responded to

328、 the section on remote learning in the OECD Survey on Ensuring Continued Learning of Ukrainian Refugee Students.This is possibly because remote learning is a complex topic to track and measure,and because most countries have focused on enrolling these children in their national systems.Among those c

329、ountries which did respond to this section of the survey,the most common way in which children were following the Ukrainian curriculum remotely was through individual access to the All-Ukraine virtual platform in formal school settings and institutions.In contrast,countries rarely reported arranging

330、 separate collective classes or organised facilities to follow the online curriculum outside of formal schools or other settings.Most countries reported that children were partially following the curriculum,with only Lithuania reporting that upper secondary students were following the curriculum in

331、full.Luxembourg strongly advises parents that children should follow remote learning on an extra-curricular basis,and they should encourage them to maintain their ties and links to their language and culture.In the summer of 2022,the Education Ministry organised online national secondary leaving exa

332、ms for Ukrainian students in their last year of secondary education.Students were provided with extra equipment such as keyboards with Cyrillic characters.In Hungary,public institutions provided digital infrastructure,as well as a learning environment and teaching aids for families who have not appl

333、ied for temporary protection and requested short-term help to continue their childrens education.In Romania,local authorities have supported the creation of“educational hubs”in several schools across the country,allowing Ukrainian children to benefit from the educational platforms provided by the Ukrainian Ministry of Education.Teachers have also had the opportunity to follow Teaching and Learning