Les résultats de l'étude Pisa, qui évalue les systèmes éducatifs des pays de l'OCDE, ne seront dévoilés qu'en décembre prochain. Pour autant, le ministre de l'Education nationale est d'ores et déjà monté au créneau, une nouvelle fois, pour vilipender le système français qu'il est nécessaire de réformer selon lui.
Entre la France et l'étude Pisa, rien ne va plus ? Cette grande étude, réalisée par l'OCDE, fait office de principale évaluation internationale des systèmes éducatifs, évaluant tous les trois ans les compétences des élèves de plus de 15 ans dans certaines disciplines : mathématiques, lecture, sciences… Dans la dernière étude Pisa, qui remonte à 2009, la France se classait à la 18e position, enregistrant au passage une baisse de six rangs par rapport à son précédent classement de 2006. Suite...

Depuis fin septembre 2013, l’édition 2013 de « Regard sur l’éducation » est consultable sur le site de l’OCDE. L’organisation offre un accès rapide aux données concernant tous les thèmes clés de l’éducation notamment : l’enseignement supérieur et la vie active, les avantages économiques et sociaux de l’éducation et le financement de l’éducation.
En savoir + > Regard sur l’éducation 2013

Dans ses notes par pays, l'OCDE caractérise l'enseignement en France. Voici l'extrait sur la recherche :
Sur la base des taux d’obtention d’un diplôme de 2011, on estime que dans les pays de l’OCDE, en moyenne 1.6 % de jeunes termineront avec succès un programme de recherche de haut niveau contre également 1.6% en France. [...  Cette proportion dépasse 2% en Allemagne, en Autriche, en Chine, au Danemark, en Finlande, au Royaume Uni, en Suède et en Suisse. Plus de 35 % des doctorants ont choisi un domaine scientifique au Chili, en France et en Israël (contre 23% en moyenne OCDE).
À noter pour la France que ce chiffre est dans la moyenne des pays de l’OCDE mais qu’environ un étudiant sur trois titulaires d’un doctorat ou d’un Ph.D. est en mobilité internationale, ce qui peut dénoter à la fois une attractivité de ses filières pour les étudiants étrangers et une peur de s’y engager pour les étudiants nationaux. Cela se traduit aussi par des faibles taux de scolarisation après l’âge de 25 ans parmi les jeunes qui ont déjà un diplôme de niveau supérieur en France. Ainsi, en moyenne dans les pays de l'OCDE, le pourcentage de jeunes adultes de 25 à 29 ans diplômés de l’enseignement supérieur et encore en formation est de 18% contre seulement 7% en France. Cette proportion dépasse 25 % en Autriche, au Danemark, en Italie et en Suède.

Higher education indicators for further education colleges: Overview of trends for the widening participation, non-continuation and employment indicators
To:
Heads of HEFCE-funded further education colleges, Heads of HEFCE-funded higher education institutions
All other higher education providers
Of interest to those responsible for:
Student management, Quality assurance, Widening participation
This document is the second publication of widening participation and non-continuation indicators, and the first publication of employment indicators, for higher education provision registered at further education colleges in England. We anticipate this information will be relevant to further education colleges, and to those interested in the participation, retention and employment outcomes of higher education students at such colleges. No action is required in response.
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ETF key indicators 2012: Overview and analysis
INTRODUCTION
The European Training Foundation (ETF) supports the vision to make vocational education and training (VET) a driver for lifelong learning and sustainable development, with a special focus on competitiveness and social cohesion. Developing appropriate policies and measuring the effect of these policies requires solid evidence that covers VET and its links with the labour market, economic development, social cohesion, entrepreneurship and innovation. Evidence-based policy making has acquired considerable interest in recent years. This has paved the way for a renewed emphasis on quantitative indicators that can assist policy makers in formulating, monitoring and evaluating policies and performance. In 2010 the ETF launched a series of reviews of VET systems in all of its partner countries known as the Torino Process.
These assessments were informed by quantitative data based on a collection of relevant VET policy and system indicators. This exercise was repeated in 2012, with the quantitative data collection supported by three statistical workshops that were organised with representatives of national statistical offices and relevant ministries in March 2012. This paper is the result of the 2012 Torino Process data collection. It is intended to be a ready source of information on the state of play of VET policies and systems in ETF partner countries for national policy makers and the international community. Selected quantitative indicators are presented and analysed. Data for the EU Member States have been added to inspire policy learning and dialogue both between the EU and partner countries, and among the partner countries themselves.
A secondary aim of the paper is to raise awareness among policy makers in the partner countries of the importance of indicators in driving the policy cycle, and of the availability and sources of selected VET policy and system indicators in their countries and regions. This paper is divided into three main chapters. The first describes the data collection process of the Torino Process 2012. In the second chapter, the regional tables with selected quantitative indicators are presented and analysed. The third chapter is an introduction to international developments in VET policy and system indicators. A final chapter draws conclusions and offers suggestions for future steps. The paper can be read on its own or as a complement to the ETF’s Torino Process reports and country studies, and the ETF’s labour market reviews. All of these are available from the ETF website1. The Torino Process reports provide a more comprehensive evaluation of VET systems and trends in the labour market and in education. Download ETF key indicators 2012: Overview and analysis.

By Marielk. OECD has recently published Education at a Glance 2013, compiling information about educational systems. This includes information about participation rates, funding rates and the outcomes of the systems both in terms of performance in subject areas to lifetime earnings and employability.
The context for the 2013 edition is the persisting economic crisis and wide scale unemployment rates, especially amongst young people. There are countries where up to one third of the age cohort 25-29 is out of education and employment. In this context, the role of education has become central and the indicators show across the board that education matters – both for employment rates, for earnings, and in fact – with tertiary education you are likely to be less obese and not smoke. Read more...

The Organisation for Economic Cooperation and Development (OECD) has published the latest (2013) edition of its “Education at a Glance – OECD Indicators” publication, which provides data on the structure, finances and performance of the education systems in more than 40 countries, including OECD members and G20 partners.
More information, including country notes and key fact tables are available on this website.
The full publication is also available for download here.

Education at a Glance: OECD Indicators is the authoritative source for accurate and relevant information on the state of education around the world. It provides data on the structure, finances, and performance of education systems in more than 40 countries, including OECD members and G20 partners.
Featuring more than 100 charts, 200 tables, and over 100 000 figures, Education at a Glance provides key information on the ouput of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The publication can be previewed and ordered on OECD website.