2021年教育报告（英）-474页

Education at a Glance 2021OECD INDICATORS Education at a Glance2021OECD INDICATORS This 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 OECD member countries.This 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 responsibility 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 (2021), Education at a Glance 2021: OECD Indicators, OECD Publishing, Paris, https:/doi.org/10.1787/b35a14e5-en.ISBN 978-92-64-36077-8 (print)ISBN 978-92-64-81892-7 (pdf)Education at a GlanceISSN 1563-051X (print)ISSN 1999-1487 (online)Photo credits: Cover © Christopher Futcher/iStock; © Marc Romanelli/Gettyimages; © michaeljung/Shutterstock; © Pressmaster/Shutterstock.Corrigenda to publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm.© OECD 2021Theuseofthiswork,whetherdigitalorprint,isgovernedbytheTermsandConditionstobefoundathttp:/www.oecd.org/termsandconditions. FOREWORD | 3ForewordGovernments are increasingly looking to international comparisons of education opportunities and outcomes as they developpolicies to enhance individuals social and economic prospects, provide incentives for greater efficiency in schooling, and helpto mobilise resources to meet rising demands. The OECD Directorate for Education and Skills contributes to these efforts bydeveloping and analysing the quantitative, internationally comparable indicators that it publishes annually in Education at aGlance. Together with OECD country policy reviews, these indicators can be used to assist governments in building moreeffective and equitable education systems.Education at a Glance addresses the needs of a range of users, from governments seeking to learn policy lessons toacademics requiring data for further analysis to the general public wanting to monitor how their countries schools areprogressing in producing world-class students. This publication examines the quality of learning outcomes, the policy leversand contextual factors that shape these outcomes, and the broader private and social returns that accrue to investments ineducation.Education at a Glance is the product of a long-standing, collaborative effort between OECD governments, the experts andinstitutions working within the framework of the OECD Indicators of Education Systems (INES) programme, and the OECDSecretariat. This publication was prepared by the staff of the Innovation and Measuring Progress Division of the OECDDirectorate for Education and Skills, under the responsibility of Dirk Van Damme and Marie-Hélène Doumet, and in co-operation with Étienne Albiser, Andrea Borlizzi, Antonio Carvalho, Éric Charbonnier, Manon Costinot, Bruce Golding, YanjunGuo, Corinne Heckmann, Massimo Loi, Simon Normandeau, Gara Rojas González, Daniel Sánchez Serra, Markus Schwabe,Giovanni Maria Semeraro, Choyi Whang and Hajar Sabrina Yassine. Administrative support was provided by Valérie Forges,and additional advice and analytical support were provided by Heewoon Bae, Pablo Fraser, Gabor Fulop, Julie Hepp,Noémie Le Donné and Violeta Lanza Robles. Cassandra Davis and Sophie Limoges provided valuable support in the editorialand production process. The development of the publication was steered by member countries through the INES WorkingParty and facilitated by the INES networks. The members of the various bodies as well as the individual experts who havecontributed 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 thelink between policy 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 theinternational comparative perspective can offer added value to what can be accomplished through national analysis andevaluation. Second, while the indicators should be as comparable as possible, they also need to be as country-specific as isnecessary to allow for historical, systemic and cultural differences between countries. Third, the indicators need to