{"id":12186,"date":"2018-09-29T09:03:08","date_gmt":"2018-09-29T13:03:08","guid":{"rendered":"https:\/\/www.mapsofworld.com\/answers\/?p=12186"},"modified":"2021-03-17T07:35:29","modified_gmt":"2021-03-17T11:35:29","slug":"graduation-rates-across-oecd-countries","status":"publish","type":"post","link":"https:\/\/www.mapsofworld.com\/answers\/education\/graduation-rates-across-oecd-countries\/","title":{"rendered":"What are the graduation rates across OECD countries?"},"content":{"rendered":"\n\n
\n \n
\n \n
\n
\n \n\n
<\/div>\n <\/div>\n
\n \n\n
<\/div>\n <\/div>\n
\n \n\n
<\/div>\n <\/div>\n
\n \n\n
<\/div>\n <\/div>\n
\n \n\n
<\/div>\n <\/div>\n <\/div>\n \n
\n
\n \n\n
<\/div>\n <\/div>\n
\n \n\n
<\/div>\n <\/div>\n
\n \n\n
<\/div>\n <\/div>\n
\n \n\n
<\/div>\n <\/div>\n
\n \n\n
<\/div>\n <\/div>\n <\/div>\n<\/div>\n \n\n
\n 5\/5 - (2 votes) <\/div>\n <\/div>\n

\"Graduation<\/a><\/p>\n

A comprehensive understanding of the current graduation patterns, helps experts analyses and better anticipate the flow of new-tertiary educated workers into the labor force. The\u00a0 tertiary education<\/strong>, from an equity perspective have two end-results related to it. These are the\u00a0 labor market outcomes<\/strong> and the\u00a0 social outcomes<\/strong>. A\u00a0 graduation rate<\/strong>\u00a0 represents the estimated percentage of people who will be graduating from a specific level of education\u00a0 (<\/i>primary, secondary, upper-secondary, non-tertiary and tertiary<\/em>)<\/i>\u00a0 over a period of their lifetime. The estimate is based on the year of calculation and the age-specific distribution of graduates. Therefore, any changes in the patterns of systems, such as introduction of new programs and variations, is reflected in the graduation rates across the world.<\/p>\n

According to the\u00a0 Organization for Economic Cooperation and Development<\/strong>\u00a0 data, the trends in the tertiary education has shifted tremendously in the member-states. There is marketing of higher education, international mobility of students, higher number of women graduates at tertiary levels and the evolution of the fields of study and research. These depict the change in preferences of the students and researchers these days, whereas also the concerns experienced in the global economy and labor market competitiveness.<\/p>\n

The key findings of the report on OECD countries state, that the highest share of graduates across tertiary education programs, complete these in the\u00a0 Business, Administration and Law<\/i><\/strong>. Countries like\u00a0 Korea and Portugal<\/strong>\u00a0 have the highest number of tertiary graduates in\u00a0 Engineering, Manufacturing, and Construction<\/em>.<\/i>\u00a0 In the cases of\u00a0 Belgium, Norway, Finland and Sweden,<\/strong>\u00a0 the domain of\u00a0 Health and Welfare<\/em>, reveal the largest share of tertiary graduates. The\u00a0 United States and Saudi Arabia\u00a0<\/strong> have the most share of tertiary students in\u00a0 Arts and Humanities.<\/em>\u00a0 These varying numbers in the type of degree pursued, can be explained by the\u00a0 structure of education systems, as well as the kind of\u00a0 institutions offering qualifications\u00a0 in the field of study. In most OECD countries,<\/strong> the percentage of students graduating from\u00a0 STEM\u00a0 subjects (Science, Technology, Engineering, Math)<\/em>\u00a0 are relatively lower than those graduating from Law, Business and Administration.<\/p>\n

Another striking observation made by the OECD data, is that there exists a pattern of\u00a0 gender imbalance.<\/strong> Certain fields of study do not attract female population and does not account for higher percentage of graduate rates. These patterns show the limit from the effect of social perceptions on the choice of occupations and implies translated imbalances in the labor market. This further has economic repercussions, as shown by evidences of GDP gains from more equal participation of male and female workers.<\/p>\n

The tertiary education is inclusive of degrees at three levels:\u00a0 bachelor\u2019s degree, master\u2019s degree and short-cycle tertiary diplomas.<\/strong> It is the bachelor\u2019s degree and equivalent degrees that are obtained often by the first-time graduates in the OECD countries.\u00a0 Austria and Russia<\/strong>, have the highest percentage of\u00a0 short-cycle diplomas\u00a0 <\/em>and\u00a0 master\u2019s degree\u00a0<\/em> respectively. These differences are prevalent due to the structure of tertiary systems and the resultant incentive from the obtained degree. The OECD countries have also exhibited concern towards the length of the time taken by the tertiary students, to complete their education. In the backdrop of this, policies have been formulated to foster the student to graduate quickly and transit to the labor force. The average age at which most students graduate is a result of the combination of the\u00a0 average entry age\u00a0 and\u00a0 duration of the program\u00a0 being pursued.<\/p>\n

Access to tertiary education is a pointer to the state\u2019s capacity in providing the future labor workforce, with advanced and specialized skill set and knowledge. The incentives from the tertiary education like higher salaries and employment prospects thrusts the students to take up tertiary degrees. Despite the rising costs to an individual, the imparting of tertiary education still remains the prime public enterprise for the member states of the OECD countries.<\/p>\n

Below given table mentions the graduation rates across OECD countries:<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Location<\/th>\n\u00a0Percentage,Tertiary Education (2015)<\/th>\n<\/tr>\n<\/thead>\n
Australia<\/td>\n76.11<\/td>\n<\/tr>\n
New Zealand<\/td>\n74.88<\/td>\n<\/tr>\n
Japan<\/td>\n72.12<\/td>\n<\/tr>\n
Denmark<\/td>\n64.95<\/td>\n<\/tr>\n
Turkey<\/td>\n60.92<\/td>\n<\/tr>\n
Spain<\/td>\n60.43<\/td>\n<\/tr>\n
Chile<\/td>\n58.29<\/td>\n<\/tr>\n
Slovenia<\/td>\n56.26<\/td>\n<\/tr>\n
United States<\/td>\n54.91<\/td>\n<\/tr>\n
Lithuania<\/td>\n54.23<\/td>\n<\/tr>\n
Iceland<\/td>\n54.12<\/td>\n<\/tr>\n
Finland<\/td>\n52.6<\/td>\n<\/tr>\n
Austria<\/td>\n49.26<\/td>\n<\/tr>\n
Netherlands<\/td>\n48.84<\/td>\n<\/tr>\n
Switzerland<\/td>\n48.62<\/td>\n<\/tr>\n
Norway<\/td>\n46.36<\/td>\n<\/tr>\n
Latvia<\/td>\n44.87<\/td>\n<\/tr>\n
United Kingdom<\/td>\n44.22<\/td>\n<\/tr>\n
Belgium<\/td>\n42.61<\/td>\n<\/tr>\n
Slovakia<\/td>\n41.1<\/td>\n<\/tr>\n
Czech Republic<\/td>\n41.05<\/td>\n<\/tr>\n
Sweden<\/td>\n40.62<\/td>\n<\/tr>\n
Portugal<\/td>\n40.51<\/td>\n<\/tr>\n
Germany<\/td>\n38.72<\/td>\n<\/tr>\n
Italy<\/td>\n34.67<\/td>\n<\/tr>\n
Hungary<\/td>\n32.04<\/td>\n<\/tr>\n
Mexico<\/td>\n26.08<\/td>\n<\/tr>\n
Luxembourg<\/td>\n24.48<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Know more:<\/strong><\/p>\n