Women consistently outperform men in education but face significant labour market challenges. Education at a Glance 2024 reveals critical gaps between educational success and career opportunities. Despite higher test scores and graduation rates, women encounter barriers in employment and earnings.
Women score higher on standardized tests and are 28% less likely to repeat grades in primary and lower secondary education, says the OECD report. At upper secondary and tertiary levels, women’s completion rates exceed those of men by over 10 percentage points in many countries.
GREATER PARTICIPATION IN TERTIARY EDUCATION
#Women are more likely to enter tertiary education. Across the OECD, 54% of women aged 25-34 hold a tertiary qualification compared to 41% of men. Yet, this higher educational attainment does not equate to equal opportunities in the labour market.
LABOR MARKET DISPARITIES: A PERSISTENT ISSUE
Despite their educational achievements, women face substantial labour market disparities. Young women are less likely to be employed, especially if they lack upper secondary education. Women aged 25-34 without this qualification face a 25 percentage point lower employment rate compared to their male counterparts.
EMPLOYMENT RATES AND EARNINGS GAP
Among young women with tertiary qualifications, employment rates stand at 84%, which is 6 percentage points lower than for similarly qualified men. Women also earn less than men, with average earnings 15% lower for those without upper secondary qualifications and 17% lower for those with tertiary degrees.
PROGRESS FOR AT-RISK GROUPS
Educational and labour market outcomes for at-risk young adults have improved. Since 2016, the share of 18-24-year-olds not in employment, education, or training has decreased from 16% to 14% across the OECD. The share of 25-34-year-olds without upper secondary qualifications has also declined, from 17% to 14%.
IMPROVED JOB OPPORTUNITIES
Employment rates for 25-34-year-olds without upper secondary qualifications have increased from 59% to 61%. For those with upper secondary or post-secondary non-tertiary qualifications, the rate has risen from 76% to 79%. These trends reflect extended education periods and a robust labour market.
THE NEED FOR BETTER LEARNING OUTCOMES
While these trends are positive, they do not necessarily indicate improved learning outcomes. The proportion of low-performing 15-year-olds in the Programme for International Student Assessment (PISA) has remained static or increased in many countries since 2012. Skills often do not match labour market needs, underscoring the need for stronger foundational skills and relevant employability skills.
ADDRESSING INEQUALITY FROM AN EARLY AGE
Educational disparities start early, particularly for children from low-income families. These children are 16 percentage points less likely to enrol in early childhood education before age 3. This early disadvantage persists, affecting long-term educational outcomes.
IMPACT OF PARENTAL EDUCATION
Students whose parents lack upper secondary education are 17 percentage points less likely to complete their studies. This gap widens to 19 percentage points for those starting tertiary programs. Only 19% of students from families with parents who did not complete upper secondary education obtain a tertiary qualification, compared to 72% from families with at least one parent holding a tertiary qualification.
THE IMPORTANCE OF EARLY CHILDHOOD EDUCATION
Early childhood education is crucial for reducing the impact of family background on educational opportunities. It helps close developmental gaps before primary school. However, disparities in access persist, particularly related to family income and the availability of childcare.
INCREASED PUBLIC INVESTMENT
Ten of the 38 OECD countries have lowered the starting age of compulsory education to include pre-primary education. Public expenditure on early childhood education increased by 9% between 2015 and 2021, surpassing increases in other education levels. Enrolment rates for children aged three to five rose to 83% in 2022.
Challenges in Teacher Recruitment
The shortage of well-qualified teachers remains a pressing issue. At the start of the 2022/23 academic year, 18 out of 21 countries faced teacher shortages. Financial incentives alone are insufficient; comprehensive measures, including professional support and public recognition, are essential for attracting and retaining motivated teachers.
“While educational attainment and labour market outcomes have improved in many OECD countries, findings from this year’s report show that challenges remain. Expanding access to and the quality of education will allow countries to harness the untapped potential of underrepresented groups for the benefit of their societies and economies. It will also help ensure students from vulnerable households can catch up and are equipped with the right tools and skills to adapt to evolving labour market needs,” OECD Secretary-General Mathias Cormann said. “Our latest edition of Education at a Glance provides recommendations for policymakers to help improve equality in educational opportunities by enhancing access to high quality early childhood education, tackling teacher shortages, and better aligning education systems with labour market needs.”
