3. [9] Shin, E., M. Jung and E. Park (2009), A Survey on the Development of the Pre-school Free Service Model, Korean Educational Development Institute. Indicator B4. Health at a Glance compares key indicators for population health and health system performance across OECD members, candidate and partner countries. StatLink https://doi.org/10.1787/888933977885. [3] OECD (2011), How’s Life? However, the number of hours per week that represent typical full-time enrolment in an education programme at ISCED level 0 varies widely between countries. The type of qualification, duration of training and the programme content provided can influence how well initial teacher education prepares teachers for their role. Almost nine out of ten 4-year-olds (88%) are enrolled in pre-primary and primary education across OECD countries. Enrolment rates for 2-year-olds range from less than 20% in Costa Rica, Mexico and Poland to 89% or more in Luxembourg and in all Nordic countries except Finland (Figure B2.1). How much public and private investment in educational institutions is there? [17] OECD (2018), OECD Handbook for Internationally Comparative Education Statistics: Concepts, Standards, Definitions and Classifications, OECD Publishing, Paris, https://doi.org/10.1787/9789264304444-en. Participation in high-quality ECEC can have a positive effect on children’s well-being, learning and development in the first years of their lives (OECD, 2018[2]). To avoid this distortion, this indicator now calculates expenditure by age and not by ISCED level. Data on subnational regions for selected indicators are available in the OECD Regional database (OECD, 2019[8]). Parents’ needs and expectations regarding accessibility, cost, programme, staff quality and accountability are all important in assessing the expansion of ECEC programmes and the type of providers. What are the earnings advantages from education? Countries are ranked in descending order of the enrolment rates of 3-5 year-olds in 2017. Japan and the United Kingdom are the only countries where private funds account for more than 40% of total expenditure on pre-primary education. Source: OECD (2019). Sustained public financial support is critical for the growth and quality of ECEC programmes. Teachers' aides assist teachers in their daily tasks and deal with children with special needs. Note: Early childhood education = ISCED 0, other registered ECEC services = ECEC services outside the scope of ISCED 0, because they are not in adherence with all ISCED criteria. To what extent do adults participate equally in education and learning? By the age of 2, enrolment in ECEC services has become the norm in many countries, with 62% of 2-year-olds enrolled in ECEC. The distinction between these two categories is explicitly shown in Tables B2.1 and B2.5. These settings may or may not have an educational function and be part of the regular ECEC system. In total, expenditure on ECEC (ISCED 0) accounts for an average of 0.8% of gross domestic product (GDP), of which around three-quarters goes to pre-primary education. In that context, lower child-staff ratios are found to be consistently supportive of staff-child relationships across different types of ECEC settings. Indicator D1. [13] Litjens, I. While 0.3% or less of GDP is spent on pre-primary education in Australia, Colombia, Greece and Japan, countries such as Iceland, Norway and Sweden spend at least 1% of GDP (Table B2.4). For instance, compulsory education coincided with the start of primary school in most countries a decade ago. Some countries – Austria, Chile, France, Israel, Lithuania, Norway, Sweden and the United Kingdom – also make extensive use of teachers' aides, which can be seen from the smaller ratios of children to contact staff than of children to teaching staff. Expenditure on all children aged 3 to 5 are underestimated due to the estimation method used. 2. How much is spent per student on educational institutions? [1] OECD (2017), Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care, Starting Strong, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264276116-en. [9] Shin, E., M. Jung and E. Park (2009). The calculation of this new measure is based on the distribution of children aged 3 to 5 enrolled in ISCED 01, ISCED 02 and primary education (ISCED 1). This may involve the estimation of expenditure and personnel at levels 01 and 02. OECD's annual Education at a Glance looks at who participates in education, what is spent on it, how education systems operate and the results achieved. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. The rise has been particularly marked in many European countries, as a result of further stimulus from the objectives set by the European Union (EU) at its Barcelona 2002 meeting, to supply subsidised full-day places for one-third of children under the age of 3 by 2010 (OECD, 2017[1]). 5. [15] de Haan, A. Year of reference 2016 instead of 2017. Investment in early childhood facilities and materials also helps support the development of child-centred environments for well-being and learning. This emphasises the importance of granting equal access to ECEC across territories and between urban and rural areas. Select one or more items in both lists to browse for the relevant content, Browse the selectedThemes and / or countries. Between 2005 and 2017, the average enrolment of 3-5 year-olds in pre-primary or primary education in OECD countries rose from 76% to 86%. 59, OECD Publishing, Paris, http://dx.doi.org/10.1787/232211ca-en. Age-integrated centre-based ECEC for children from birth or age 1 up to the beginning of primary school: Called kindergarten, pre-school, or pre-primary, these settings offer a holistic pedagogical provision of education and care (often full-day). Year of reference 2017 instead of 2016. For more information please see the OECD Handbook for Internationally Comparative Education Statistics (OECD, 2018[17]) and Annex 3 for country-specific notes (https://doi.org/10.1787/f8d7880d-en). Indicator D6. In contrast, once children reach the age of 1, around 40% will be enrolled in ECEC, with enrolment rates at this age exceeding 50% in Iceland, Israel, Korea, Luxembourg, New Zealand and Norway. [6] OECD/Eurostat/UNESCO Institute for Statistics (2015), ISCED 2011 Operational Manual: Guidelines for Classifying National Education Programmes and Related Qualifications, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264228368-en. Indicator B3. Others are considered an integral part of countries’ ECEC provision but are not in adherence with all the ISCED criteria. The ratio of children to teaching staff is an important indicator of the resources devoted to education. For France, data for other registered ECEC services come from the survey "Modes de garde et d'accueil des jeunes enfants 2013" conducted by the statistical division of the French Ministry for Solidarities and Health (DREES).