Top 10 most educated countries in the world

[olpfan1]

Interesting..not sure how accurate this is, but Canada is often ranked high.. Finland is 10th but is usually in the top 5..U.S is normally in the teens but is 4th here

http://finance.yahoo.com/news/the-10-most-educated-countries-in-the-world.html

10. Finland

> Pct. population with postsecondary education: 37%

> Avg. annual growth rate (1999 – 2009): 1.8% (3rd lowest)

> GDP per capita: $36,585 (14th highest)

> Pop. change (2000 – 2009): 3.15% (10th lowest)

Finland is a small country relative to the other OECD members. The share of its adult population with some sort of postsecondary education, however, is rather large. This select group is reaching the end of its expansion. From 1999 to 2009, the number of college-educated adults increased only 1.8% annually — the third-smallest amount among all OECD countries. Finland is also one of only two countries, the other being Korea, in which the fields of social sciences, business and law are not the most popular among students. In Finland, new entrants are most likely to study engineering, manufacturing and construction.

9. Australia

> Pct. population with postsecondary education: 37%

> Avg. annual growth rate (1999 – 2009): 3.3% (11th lowest)

> GDP per capita: $40,719 (6th highest)

> Pop. change (2000 – 2009): 14.63% (3rd highest)

Australia’s population grew 14.63% between 2000 and 2009. This is the third-largest increase among OECD countries. Its tertiary-educated adult population is increasing at the much less impressive annual rate of 3.3%. Australia also spends the sixth-least amount in public funds on education as a percentage of all expenditures. The country also draws large numbers of international students.

8. United Kingdom

> Pct. population with postsecondary education: 37%

> Avg. annual growth rate (1999 – 2009): 4.0% (9th highest)

> GDP per capita: $35,504 (16th highest)

> Pop. change (2000 – 2009): 3.47% (13th lowest)

Unlike most of the countries with the highest percentage of educated adults, the UK’s educated group increased measurably — more than 4% between 1999 and 2009. Its entire population only grew 3.5% between 2000 and 2009. One aspect that the UK does share with a number of other countries on this list is relatively low public expenditure on education institutions as a percentage of all educational spending. As of 2008, 69.5% of spending came from public sources — the fourth-smallest amount among OECD countries.

7. Norway

> Pct. population with postsecondary education: 37%

> Avg. annual growth rate (1999 – 2009): N/A

> GDP per capita: $56,617 (2nd highest)

> Pop. change (2000 – 2009): 7.52% (14th highest)

Norway has the third-greatest expenditure on educational institutions as a percentage of GDP, at 7.3%. Roughly 23% of that is spent on tertiary education. In Norway, more than 60% of all tertiary graduates were in a bachelor’s program, well more than the U.S., which is close to the OECD average of 45%. The country is one of the wealthiest in the world. GDP per capita is $56,617, second only to Luxembourg in the OECD.

6. South Korea

> Pct. population with postsecondary education: 39%

> Avg. annual growth rate (1999 – 2009): 5.3% (5th highest)

> GDP per capita: $29,101 (13th lowest)

> Pop. change (2000 – 2009): 3.70% (14th lowest)

Korea is another standout country for its recent increase in the percentage of its population that has a tertiary education. Graduates increased 5.3% between 1999 and 2009, the fifth-highest among OECD countries. Like the UK, this rate is greater than the country’s recent population growth. Korea is also one of only two countries — the other being Finland — in which the most popular fields of study are not social sciences, business and law. In Korea, new students choose to study education, humanities and arts at the greatest rates. Only 59.6% of expenditures on educational institutions come from public funds — the second-lowest rate.

5. New Zealand

> Pct. population with postsecondary education: 40%

> Avg. annual growth rate (1999 – 2009): 3.5% (14th lowest)

> GDP per capita: $29,871 (14th lowest)

> Pop. change (2000 – 2009): 11.88% (8th largest)

New Zealand is not a particularly wealthy country. GDP per capita is less than $30,000, and is the 14th lowest in the OECD. However, 40% of the population engages in tertiary education, the fifth-highest rate in the world. The country actually has a rapidly growing population, increasing 11.88% between 2000 and 2009. This was the eighth-largest increase in the OECD. Part of the reason for the high rate of tertiary graduates is the high output from secondary schools. More than 90% of residents graduate from secondary school.

Edited February 13, 2012 by olpfan1

[olpfan1]

4. United States

> Pct. population with postsecondary education: 41%

> Avg. annual growth rate (1999 – 2009): 1.4% (the lowest)

> GDP per capita: $46,588 (4th highest)

> Pop. change (2000 – 2009): 8.68% (12th highest)

The U.S. experienced a fairly large growth in population from 2000 to 2009. During the period, the population increased 8.68% — the 12th highest among OECD countries. Meanwhile, the rate at which the share of the population with a tertiary education is growing has slowed to an annual rate of 1.4% — the lowest among the 34 OECD countries. Just 71% of funding for educational institutions in the country comes from public funds, placing the U.S. sixth-lowest in this measure. Among OECD countries, the largest share of adults with a tertiary education live in the United States — 25.8%.

3. Japan

> Pct. population with postsecondary education: 44%

> Avg. annual growth rate (1999 – 2009): 3.2% (10th lowest)

> GDP per capita: $33,751 (17th lowest)

> Pop. change (2000 – 2009): 0.46% (6th lowest)

In Japan, 44% of the adult population has some form of tertiary education. The U.S. by comparison has a rate of 41%. Japan’s population increased just 0.46% between 2000 and 2009, the sixth-slowest growth rate in the OECD, and the slowest among our list of 10. Japan is tied with Finland for the third-highest upper-secondary graduation rate in the world, at 95%. It has the third-highest tertiary graduation rate in the world, but only spends the equivalent of 1.5% of GDP on tertiary education — the 17th lowest rate in the OECD.

2. Israel

> Pct. population with postsecondary education: 45%

> Avg. annual growth rate (1999 – 2009): N/A

> GDP per capita: $28,596 (12th lowest)

> Pop. change (2000 – 2009): 19.02% (the highest)

Although there is no data on the percentage of Israeli citizens with postsecondary education dating back to 1999, the numbers going back to 2002 show that growth is slowing dramatically compared to other countries. In fact, in 2006, 46% of adults ages 25 to 64 had a tertiary education. In 2007 this number fell to 44%. Only 78% of funds spent on educational institutions in Israel are public funds. The country is also only one of three — the other two being Ireland and Sweden — where expenditure on educational institutions as a proportion of GDP decreased from 2000 to 2008. Israel also had the largest increase in overall population, approximately 19% from 2000 to 2009.

1. Canada

> Pct. population with postsecondary education: 50%

> Avg. annual growth rate (1999 – 2009): 2.3% (5th lowest)

> GDP per capita: $39,070 (10th highest)

> Pop. change (2000 – 2009): 9.89% (10th highest)

In Canada, 50% of the adult population has completed tertiary education, easily the highest rate in the OECD. Each year, public and private expenditure on education amount to 2.5% of GDP, the fourth-highest rate in the world. Tertiary education spending accounts for 41% of total education spending in the country. In the U.S., the proportion is closer to 37%. In Israel, the rate is 22%. In Canada, nearly 25% of students have an immigrant background.

Edited February 13, 2012 by olpfan1

[August1991]

Interesting..not sure how accurate this is, but Canada is often ranked high..

Bureaucrats decide the criteria. So maybe, given Canada and "education", what this OECD statistic measures is the sophistication of our provincial French and English bureaucrats - and not the kids' knowledge.

God knows, [/sarcasm] our provincial bureaucrats know how to "measure education".

Edited February 14, 2012 by August1991

[Michael Hardner]

Measuring things often brings much needed facts to a garden of self-satisfied opinions.

How many Fortune 500 businesses measure things ?

As for the OECD

The Organisation for European Economic Cooperation (OEEC) was established in 1947 to run the US-financed Marshall Plan for reconstruction of a continent ravaged by war. By making individual governments recognise the interdependence of their economies, it paved the way for a new era of cooperation that was to change the face of Europe. Encouraged by its success and the prospect of carrying its work forward on a global stage, Canada and the US joined OEEC members in signing the new OECD Convention on 14 December 1960.

[Wild Bill]

Measuring things often brings much needed facts to a garden of self-satisfied opinions.

How many Fortune 500 businesses measure things ?

As for the OECD

Measuring per se is not enough, Michael. The criteria you use to measure is all important too!

Obviously, the same yardstick of the type and quality of education can not be universally applied from country to county. Is it not possible that Canada has lower standards, making it easier for students to achieve higher levels of schooling than perhaps in some Asian countries?

Maybe in Canada the majority of those higher level degrees are in languages or Arts, as opposed to mathematics and hard sciences?

There is also the argument that students in Canada stay longer in school because they can't get jobs! Also, we have become a country that insists on job applicants having school certificates for everything from the specialized to the trivial. We are training specialists rather than workers that are adaptable. The problem with specialists is that they are prone to miss the big picture.

What about countries like Germany, which has always had an excellent apprentice program to bring students into the trades and technical areas? You can't get a PHD as a millwright or computerized lathe operator but for a country to prosper you of course need both but perhaps a lot more of one than the other.

I'm very leery of measurements with such vague criteria as this, with no mention of a standardized yardstick. It's too open for political misuse.

Edited February 14, 2012 by Wild Bill

[Michael Hardner]

Measuring per se is not enough, Michael. The criteria you use to measure is all important too!

Good point. Any study needs to publish that with the results, as well as the methodology and data.

Maybe in Canada the majority of those higher level degrees are in languages or Arts, as opposed to mathematics and hard sciences?

There is also the argument that students in Canada stay longer in school because they can't get jobs! Also, we have become a country that insists on job applicants having school certificates for everything from the specialized to the trivial. We are training specialists rather than workers that are adaptable. The problem with specialists is that they are prone to miss the big picture.

Hard science and engineering is a specialty, while language, business and arts provide general education.

I don't know that we're training specialists, but it's an interesting idea.

What about countries like Germany, which has always had an excellent apprentice program to bring students into the trades and technical areas? You can't get a PHD as a millwright or computerized lathe operator but for a country to prosper you of course need both but perhaps a lot more of one than the other.

I'm sure there's such a thing as overeducation, but I'm not so sure it's a problem.

I'm very leery of measurements with such vague criteria as this, with no mention of a standardized yardstick. It's too open for political misuse.

Did you go to the source study ? I didn't when I read the post, but in response to your criticism I went back and found it. There is an entire section on research methods and data so I don't think you can say the criteria is vague. You may not agree with it, and actually that sounds like a better description of where you stand.

[Post To The Left]

Newsweek had a really cool interactive top ten best countries:

http://www.thedailybeast.com/newsweek/2010/08/15/interactive-infographic-of-the-worlds-best-countries.html

And of course Finland always tops the educational charts for quality:

The Finns are as surprised as much as anyone else that they have recently emerged as the new rock stars of global education. It surprises them because they do as little measuring and testing as they can get away with. They just don't believe it does much good. They did, however, decide to participate in the Program for International Student Assessment (PISA), run by the Organisation for Economic Co-operation and Development (OECD). And to put it in a way that would make the noncompetitive Finns cringe, they kicked major butt. The Finns have participated in the global survey four times and have usually placed among the top three finishers in reading, math and science.

In the latest PISA survey, in 2009, Finland placed second in science literacy, third in mathematics and second in reading. The U.S. came in 15th in reading, close to the OECD average, which is where most of the U.S.'s results fell.

Finnishing School

Finland has no standardized tests. The only exception is what's called the National Matriculation Exam, which everyone takes at the end of a voluntary upper-secondary school, roughly the equivalent of American high school.

Instead, the public school system's teachers are trained to assess children in classrooms using independent tests they create themselves. All children receive a report card at the end of each semester, but these reports are based on individualized grading by each teacher. Periodically, the Ministry of Education tracks national progress by testing a few sample groups across a range of different schools.

As for accountability of teachers and administrators, Sahlberg shrugs. "There's no word for accountability in Finnish," he later told an audience at the Teachers College of Columbia University. "Accountability is something that is left when responsibility has been subtracted."

http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/

Edited February 14, 2012 by Post To The Left

[-TSS-]

Interesting statistics. As always with statistics, there is something one does not agree with and with me the thing which makes me doubt is the relatively high position of the United Kingdom. After all, aren't we talking about the relation of any given level of education to the entire population?