The role of labour market information in guiding educational and occupational choices

Hofer, Andrea-Rosalinde; Zhivkovikj, Aleksandra; Smyth, Roger

doi:10.1787/59bbac06-en

Cited by 6 publications

(11 citation statements)

References 27 publications

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“…Evaluations of performance-funding systems in US states including Pennsylvania, Tennessee, and Ohio mostly suggest that they have failed to improve student completion and graduation rates at four-year institutions (Ortagus et al, 2020[55]). Similar results were obtained for two-year institutions in Tennessee (Li, 2018[31]; Li and Ortagus, 2019 [61]), although community colleges in Washington were shown to have issued more short-term certificates following a reform, pointing to potential unintended consequences of incentivising degree completion (Hillman, Tandberg and Fryar, 2015 [62]).…”

Section: Evidence On the Effect Of Output-and Outcome-based Funding Formulas Is Mixedmentioning

confidence: 57%

Resourcing higher education in Denmark

2021

OECD Education Policy Perspectives

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Denmark has a well-developed and differentiated network of public higher education institutions, encompassing universities, university colleges, business academies and specialist institutions. With 47.1% of young adults aged 25-34 holding a higher education qualification in 2019, the country also has a tertiary attainment rate above the OECD average of 44.9% (OECD, 2020[1]). The national policy framework in Denmark emphasises the role of higher education as a public good (Danish Government, 2017[2]), with institutions receiving the vast majority of their funding from public sources and students supported through a comprehensive system of public grants and loans.In 2017, Denmark embarked on an ambitious reform of its system for funding higher education institutions. This aimed to improve teaching quality, graduates' transition to the labour market and institutional leadership and profiling (Danish Government, 2017[2]). Implemented in 2019, the new system introduced a larger fixed funding component, reduced the proportion of institutional funding allocated on the basis of credits passed by students and increased the share of funds linked to other aspects of performance. All three elements of the new funding system (see Box 1) are scheduled to be reviewed in 2023 (Danish Government, 2017[2]).Against this backdrop, the Danish Ministry of Higher Education and Science asked the OECD Resourcing Higher Education Project to provide a Thematic Policy Brief to compare the new Danish system with systems in peer OECD jurisdictions and to identify policy issues that may warrant further attention as part of the future review.Detailed questions were agreed with the Ministry of Higher Education and Science at the outset of the work (see Annex A). Following a brief overview of higher education resourcing in Denmark, the analysis in this brief is structured into three substantive sections:No. 49 -Resourcing higher education in Denmark  9 Denmark's system for funding higher education institutionsThe new system for allocating public funding for instruction and operations to higher education institutions, adopted by Parliament in 2017 (Danish Government, 2017[2]), came into force on 1 January 2019. The reform aimed to increase the focus on teaching quality and preparing students for the labour market, while supporting strengthened institutional leadership and institutional profiling. The new model comprises three main funding components (grant types), which are intended to cover the cost of staff, infrastructure and day-to-day operating expenses in all types of public higher education institution. These core grants are complemented by separate funding allocations for basic and applied research to universities and considerably smaller grants for practice-oriented research to university colleges and business academies. The largest share of core funding is allocated through an "activity grant" allocated based on the number of full-time equivalent years of study successfully completed by students. This is complemented by a "basic grant"...

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Section: Evidence On the Effect Of Output-and Outcome-based Funding Formulas Is Mixedmentioning

confidence: 57%

Resourcing higher education in Denmark

2021

OECD Education Policy Perspectives

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“…This is the third-lowest wage premium among OECD countries, and significantly lower than the OECD average of 129%. Conversely, a master's or doctoral degree yields a 145% earnings premium in Austria, which is close to the OECD average of 153% (OECD, 2020 [8]).…”

Section: Figure 2 Educational Attainment Of 25-34 Year-olds (2020)mentioning

confidence: 70%

“…Notes: Data for Chile refer to 2017; data for Denmark and Japan refer to 2019. Source: OECD (2020 [8]), OECD Education Statistics, https://doi.org/10.1787/edu-data-en.…”

Section: Figure 2 Educational Attainment Of 25-34 Year-olds (2020)mentioning

confidence: 99%

“…ICT occupations experience higher rates of job creation than the economy as a whole (AMS, 2019 [10]). However, there has not been a corresponding increase in the proportion of students enrolled in ICT programmesaround 6% of students were enrolled in ICT fields of study in 2019, a share that has remained stable since 2013 (OECD, 2020 [8]). Similarly, demand for STEM graduates exceeds supply (CEDEFOP, 2016 [11]).…”

Section: While Employment Demand For Ict Graduates Is High Enrolment ...mentioning

confidence: 99%

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Enhancing labour market relevance and outcomes of higher education: Country note Austria

2022

OECD Education Policy Perspectives

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Brief overview of higher education in AustriaIn Austria, higher education encompasses International Standard Classification of Education (ISCED) levels 6-8 and is delivered at four types of HEIs, which form distinct higher education sectors: public universities, private universities, universities of applied sciences (UAS), and university colleges of teacher education. 1 Public and private universities offer research-focused curricula and they are the only institutions that can confer doctoral degrees. UAS conduct applied research, tend to have stronger links with the regional economy compared to universities, and their study programmes (ISCED levels 6-7) are more professionally oriented, with a highly defined course structure. University colleges of teacher education specialise in educating primary school teachers and, in collaboration with public universities, secondary school and vocational education teachers.The 22 public universities form the largest part of the higher education sector, enrolling 76% of the approximately 380 000 higher education students. The UAS sector, with 21 institutions, currently educates 16% of higher education students. While most UAS are private institutions, they are largely financed by government. Comparatively recent additions to the nation's higher education system, UAS institutions were first authorised by a 1993 act of Parliament, and graduated their first cohort of students in 1997. The other two higher education sectors in Austria are comparatively small: private universities enrol 4% of higher education students at 16 institutions, while university colleges of teacher education enrol 4% of higher education students at nine public and five private institutions.Austria's student body comprises a sizeable share of foreign students. Approximately 22% of students at ISCED levels 6-7 moved to Austria from abroad for their higher education studies. Approximately 40% of these foreign students hold German nationality (Unger et al., 2020[1]). The number of foreign students in doctoral degree programmes is increasing. When considering the labour market outcomes of higher education, it is thus important to consider the share of graduates leaving Austria upon graduation, many of whom are foreign students. Austria's student population has some unique features compared to those of other European countries. A substantial share of educational resident students 2 (27%) start their studies at least two years after their university entrance qualification (Matura) or enter from a non-traditional pathway. The average age of an educational resident commencing studies is 27 years; most have prior work experience and many combine study and work.A government priority is to increase the enrolment share of students enrolled in UAS institutions, as a means by which to alleviate pressure on public universities resulting from increasing numbers of students, and to sharpen the respective profiles of the two sectors. The target is a ratio of 30:70 among students at UAS and public universities (BMWFW, 2017[2...

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“…challenge-based learning) help students combine disciplinary knowledge with the development transversal skills, and have the potential to enhance student engagement, motivating students through difficult periods. However, if not sufficiently guided and OECD EDUCATION POLICY PERSPECTIVES © OECD 2022 supervised, teaching and learning in these formats can also be a frustrating experience for teachers and students (Gallagher and Savage, 2020 [20]).…”

Section: Support Heis In Their Efforts To Expand New and More Flexibl...mentioning

confidence: 99%

Enhancing labour market relevance and outcomes of higher education: Country note Slovenia

2022

OECD Education Policy Perspectives

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The role of labour market information in guiding educational and occupational choices

Cited by 6 publications

References 27 publications

Resourcing higher education in Denmark

Resourcing higher education in Denmark

Enhancing labour market relevance and outcomes of higher education: Country note Austria

Enhancing labour market relevance and outcomes of higher education: Country note Slovenia

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