Benchmarking Higher Education System Performance by OECD

Author:OECD
Language: eng
Format: epub
Tags: education
Publisher: OECD Publishing
Published: 2019-06-11T00:00:00+00:00

Notes

← 1. Entry rates measure inflow to higher education during a specific period and represent the percentage of an age cohort that is expected to enter a higher education programme over a lifetime. The estimates are based on the number of new entrants in 2016 and the age distribution of this group. Therefore, the entry rates are based on a “synthetic cohort” assumption, according to which, the current pattern of entry constitutes the best estimate of the behaviour of today’s young adults over their lifetime.

Entry rates are sensitive to changes in the education system, such as the introduction of new programmes. The rates can be very high, even greater than 100% (thus clearly indicating that the synthetic cohort assumption is implausible), during a period when there is an unexpectedly high number of entrants. In some countries, high entry rates may reflect a temporary phenomenon, such as the effects of economic cycles and crises, higher education reforms driven by the Bologna Process or a surge in the number of international students. Government efforts to encourage older students to re-enter higher education through second-chance programmes can also boost entry rates (OECD, 2018[4]).

← 2. Short-cycle nursing and midwifery programmes are an exception, as they are offered by secondary schools, and they will not be transferred to professional higher education institutions.

← 3. Dual programmes are programmes in which the work-based component has similar importance as the education-based component.

← 4. The graduate mobility goals of participating jurisdictions and the EHEA differ because the EHEA goal includes degree mobility within the EHEA itself, i.e. students moving from one country to another to earn a full degree (and possibly not undertaking study mobility during their programme abroad).

← 5. The EEA comprises the European Union, Iceland, Liechtenstein and Norway.

← 6. Response rates to the EUROSTUDENT survey vary from 1% to 66% across participating countries.

← 7. In the US, the rate of students leaving without a qualification in the field of education is comparatively high based on the cited references. In Estonia, the relatively low graduates-to-entrants ratio in ICT is consistent with the low completion rate registered at the national level in this field of study. About half of Estonian ICT students already work full-time during their studies, mostly in the IT sector. The availability of good job opportunities before graduation could be contributing to the low completion rate in this field, although the choice not to complete a programme is likely to depend on a wider range of factors (Järve, Kallaste and Räis, 2015[98]).

← 8. The authors of the study estimate a 3% increase in the rate of students graduating within one year from the expected time, and a 7% increase in the rate of students leaving the programme during their first year. The authors also find that, following the implementation of the study binding advice, students perceive it as more feasible to complete the programme within the expected time, but that their general level of satisfaction with the programme decreases.

← 9. The accuracy of labour force status

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