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| 001 | 00006701 | ||
| 003 | ES-MaONT | ||
| 005 | 20220207165037.0 | ||
| 008 | 210916s2021 fr d|||f t|||i00| 0 eng d | ||
| 020 | _a978-92-64-36077-8 (print) | ||
| 020 | _a978-92-64-81892-7 (pdf) | ||
| 024 |
_2doi _a10.1787/b35a14e5-en |
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| 040 | _aES-MaONT | ||
| 110 |
_92843 _aOrganización de Cooperación y Desarrollo Económico |
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| 245 | 1 | 0 |
_aEducation at a Glance 2021 _b: OECD Indicators |
| 260 |
_aParis : _bOECD Publishing, _c16 Sep 2021 |
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| 300 |
_a474 p. : _bgráf., tablas _c; 1 documento PDF |
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| 336 |
_atexto (visual) _2isbdcontent |
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_aelectrónico _2isbdmedia |
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_arecurso en línea _2rdacarrier |
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| 520 | _aAn upper secondary degree remains the basic level of education expected of young adults to contribute effectively to society. However, one in five adults across the OECD has not attained upper secondary education and in some countries, a significant share of children leave school early. In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries. Among the factors influencing education performance, socio-economic status has a greater impact on the literacy skills of 15-year-olds than gender or country of origin. Socio-economic status also tends to influence the programme orientation students pursue, as students without a tertiary-educated parent, a proxy for socio-economic status, are more likely to enrol in upper secondary vocational programmes than in general programmes. Those without upper secondary education face disadvantages in the labour market. In 2020, the unemployment rate of young adults that had not completed upper secondary education was almost twice as high as those with higher qualifications. While unemployment increased by 1-2 percentage points between 2019 and 2020 due to the COVID-19 crisis, there is no clear pattern across adults with different educational attainment levels. Lifelong learning has emerged more than ever as critical for adults to upskill and reskill in a changing world. Yet, more than half of adults did not participate in adult learning in 2016, and the pandemic further reduced opportunities to do so. | ||
| 650 | 7 |
_aEducación digital _92058 |
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| 653 | _aindicadores | ||
| 653 | _aeducación | ||
| 653 | _ainstituciones educativas | ||
| 653 | _amercado laboral | ||
| 653 | _asituación socioeconómica | ||
| 653 | _aequidad | ||
| 856 | 4 | 2 |
_uhttps://www.oecd-ilibrary.org/docserver/b35a14e5-en.pdf?expires=1631803353&id=id&accname=guest&checksum=9FB2F8FAF3C4D5803AAC59B4C14B6B52 _x0 _yAcceso al documento _qpdf |
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_2udc _cINF |
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_c6701 _d6701 |
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