This indicator measures the percentage of the population aged 25 to 64 that has graduated from high school.

Source: OECD, Education at a Glance 2009, Paris: Author, 2009.

This indicator measures the percentage of the population aged 25 to 64 years that has attained tertiary-type B education. Tertiary-type B programs are typically shorter than those of tertiary-type A and focus on practical, technical, or occupational skills for direct entry into the labour market, although some theoretical foundations may be covered in the respective programs. They have a minimum duration of two years’ full-time equivalent at the tertiary level.

Source: OECD, Education at a Glance 2009, Paris: Author, 2009.

This indicator measures the percentage of the population aged 25 to 64 years that has attained tertiary-type A education and advanced research programs. Tertiary-type A programs are largely theory-based and are designed to provide sufficient qualifications for entry to advanced research programs and professions with high skill requirements, such as medicine, dentistry, or architecture. Tertiary-type A programs have a minimum cumulative theoretical duration (at tertiary level) of three years’ full-time equivalent, although they typically last four or more years. These programs are not offered exclusively at universities. Conversely, not all programs nationally recognized as university programs fulfill the criteria to be classified as tertiary-type A. Tertiary-type A programs include second degree programs such as the American Master.

Source: OECD, Education at a Glance 2009, Paris: Author, 2009.

This indicator measures the number of advanced research program graduates per 100,000 population aged 25 to 29.

Source: OECD.Stat.

This indicator measures the proportion of science, math, computing, and engineering graduates in the total number of graduates from all fields of study. Science graduates include graduates from the fields of life sciences and physical sciences.

Source: OECD.Stat.

This indicator measures the percentage of 15-year-old students at level 2 proficiency and below on the reading section of the OECD’s Programme for International Student Assessment (PISA) test. Student scores in reading are grouped into five proficiency levels, with level 5 representing the highest scores (and hence the most difficult tasks) and level 1 the lowest scores (and hence the easiest tasks). The definitions for the levels are as follows:

Less than level 1: Students performing below level 1 are not likely to demonstrate success on the most basic type of reading that PISA seeks to measure. This does not mean that they have no literacy skills. Nonetheless, their pattern of answers in the assessment is such that they would be expected to solve fewer than one-half of the tasks in a test made up of items drawn solely from level 1. Such students have serious difficulties in using reading literacy as an effective tool to advance and extend their knowledge and skills in other areas. They may, therefore, be at risk not only of difficulties in their initial transition from education to work, but also of failure to benefit from further education and learning opportunities throughout life.

Level 1: Students performing at this level are capable of completing only the simplest reading tasks developed for PISA, such as locating a single piece of information, identifying the main theme of a text, or making a simple connection with everyday knowledge.

Level 2: Students proficient at level 2 are capable of basic reading tasks, such as locating straightforward information, making low-level inferences of various types, working out what a well-defined part of a text means, and using some outside knowledge to understand it.

Source: OECD, PISA 2006: Science Competencies for Tomorrow’s World, Volume 2—Data. Paris: Author, 2007.

This indicator measures the percentage of 15-year-old students at levels 4 and 5 proficiency on PISA’s reading scale. Student scores in reading are grouped into five proficiency levels, with level 5 representing the highest scores (and hence the most difficult tasks) and level 1 the lowest scores (and hence the easiest tasks). The definitions for the levels are as follows:

Level 4: Students proficient at level 4 on the reading literacy scale are capable of difficult reading tasks, such as locating embedded information, dealing with ambiguities, and critically evaluating a text.

Level 5: Students proficient at level 5 on the reading literacy scale are capable of completing sophisticated reading tasks, such as locating and using information that is difficult to find in unfamiliar texts; showing detailed understanding of such texts and inferring which information in the text is relevant to the task; and being able to evaluate critically and build hypotheses, draw on specialized knowledge, and accommodate concepts that may be contrary to expectations. Students performing at this level are likely to enhance their country’s pool of talent. They may also influence the contribution that each country will contribute toward future global knowledge.

Source: OECD, PISA 2006: Science Competencies for Tomorrow’s World, Volume 2—Data. Paris: Author, 2007.

This indicator measures the percentage of 15-year-old students at level 1 proficiency and below on PISA’s mathematics scale. Student scores in mathematics are grouped into six proficiency levels, with level 6 representing the highest scores (and hence the most difficult tasks) and level 1 the lowest scores (and hence the easiest tasks). The definitions for the levels are as follows:

Less than level 1: Students performing below level 1 usually do not demonstrate success on the most basic type of mathematics that PISA seeks to measure. Their pattern of answers in the assessment is such that they would be expected to solve fewer than half of the tasks in a test made up of items drawn solely from level 1. Such students will have serious difficulties in using mathematics as an effective tool to benefit from further education and learning opportunities throughout life.

Level 1: Students proficient at level 1 can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are obvious and follow immediately from the given stimuli.

Source: OECD, PISA 2006: Science Competencies for Tomorrow’s World, Volume 2—Data. Paris: Author, 2007.

This indicator measures the percentage of 15-year-old students at levels 5 and 6 proficiency on PISA’s mathematics scale. Student scores in mathematics are grouped into six proficiency levels, with level 6 representing the highest scores (and hence the most difficult tasks) and level 1 the lowest scores (and hence the easiest tasks). The definitions for the levels are as follows:

Level 5: Students proficient at level 5 on the mathematics scale can develop and work with models for complex situations, identifying constraints, and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations.

Level 6: Students proficient at level 6 on the mathematics scale are capable of advanced mathematical thinking and reasoning. These students can apply insight and understandings, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can formulate and precisely communicate their actions and reflections about their findings, interpretations, arguments, and the appropriateness of these to the original situations.

Source: OECD, PISA 2006: Science Competencies for Tomorrow’s World, Volume 2—Data. Paris: Author, 2007.

This indicator measures the percentage of 15-year-old students at level 1 proficiency and below on PISA’s science scale. Student scores in science are grouped into six proficiency levels, with level 6 representing the highest scores (and hence the most difficult tasks) and level 1 the lowest scores (and hence the easiest tasks). The PISA 2006 science questions required students to identify scientific issues, explain phenomena scientifically, and use scientific evidence as they encounter, interpret, and solve real-life problems involving science and technology. The definitions for the levels are as follows:

Less than level 1: Students performing below level 1 are unable to demonstrate science competencies in situations required by the easiest PISA tasks. Such a low level of science competency can be regarded as putting them at a serious disadvantage for full participation in society and the economy.

Level 1: At level 1, students have such a limited scientific knowledge that it can only be applied to a few, familiar situations. They can present scientific explanations that are obvious and that follow explicitly from given evidence. Students at this level are unable to demonstrate the science competencies that will enable them to participate effectively and productively in life situations related to science and technology

Source: OECD, PISA 2006: Science Competencies for Tomorrow’s World, Volume 2—Data. Paris: Author, 2007.

This indicator measures the percentage of 15-year-old students at levels 5 and 6 proficiency on PISA’s science scale. Student scores in science are grouped into six proficiency levels, with level 6 representing the highest scores (and hence the most difficult tasks) and level 1 the lowest scores (and hence the easiest tasks).The PISA 2006 science questions required students to identify scientific issues, explain phenomena scientifically and use scientific evidence as they encounter, interpret, and solve real-life problems involving science and technology. The definitions for the levels are as follows:

Level 5: At level 5, students can identify the scientific components of many complex life situations, apply both scientific concepts and knowledge about science to these situations, and can compare, select, and evaluate appropriate scientific evidence for responding to life situations. Students at this level can use well-developed inquiry abilities, link knowledge appropriately, and bring critical insights to situations. They can construct explanations based on evidence and arguments based on their critical analysis.

Level 6: At level 6, students can consistently identify, explain, and apply scientific knowledge and knowledge about science in a variety of complex life situations. They can link different information sources and explanations and use evidence from those sources to justify decisions. They clearly and consistently demonstrate advanced scientific thinking and reasoning, and they demonstrate willingness to use their scientific understanding in support of solutions to unfamiliar scientific and technological situations. Students at this level can use scientific knowledge and develop arguments in support of recommendations and decisions that centre on personal, social, or global situations.

Source: OECD, PISA 2006: Science Competencies for Tomorrow’s World, Volume 2—Data. Paris: Author, 2007.

This indicator measures the percentage of 15-year-old students at level 1 proficiency and below on PISA’s problem-solving scale. Student scores in problem-solving are grouped into three proficiency levels, with level 3 representing the highest scores (and hence the most difficult tasks) and level 1 the lowest scores (and hence the easiest tasks). The definitions for the levels are as follows:

Less than level 1: Students consistently fail to understand even the easiest items in the assessment or fail to apply the necessary processes to characterize important features or represent the problems. At most, they can deal with straightforward problems with carefully structured tasks that require them to give responses based on facts or to make observations with few or no inferences. Students below level 1 have significant difficulties in making decisions, analyzing or evaluating systems, and trouble-shooting situations.

Level 1: Students typically solve problems where they have to deal with only a single data source containing discrete, well-defined information. They understand the nature of a problem and consistently locate and retrieve information related to the major features of the problem. Students at level 1 are able to transform the information in the problem to present the problem differently—for example, take information from a table to create a drawing or graph. Also, students can apply information to check a limited number of well-defined conditions within the problem. However, students at level 1 do not typically deal successfully with multi-faceted problems involving more than one data source or requiring them to reason with the information provided.

Source: OECD, Problem Solving for Tomorrow’s World—First Measures of Cross-Curricular Competencies from PISA 2003. Paris: Author, 2004.

This indicator measures the percentage of 15-year-old students at level 3 proficiency on PISA’s problem-solving scale. Student scores in problem-solving are grouped into three proficiency levels, with level 3 representing the highest scores (and hence the most difficult tasks) and level 1 the lowest scores (and hence the easiest tasks). The definition for the level is as follows:

Level 3: Students typically do not only analyze a situation and make decisions, but they also think about the underlying relationships in a problem and relate these to the solution. Students at level 3 approach a problem systematically, construct their own representations to help them solve it and verify that their solution satisfies all requirements of the problem. These students communicate their solutions to others using accurate written statements and other representations.

Source: OECD, Problem Solving for Tomorrow’s World—First Measures of Cross-Curricular Competencies from PISA 2003. Paris: Author, 2004.

This indicator measures the percentage of the population with literacy skills below level 3. The indicator is an average of the proportion of the population below level 3 for three types of literacy skills: document, prose, and quantitative.

Document literacy: The knowledge and skills required to locate and use information contained in various formats, including job applications, payroll forms, transportation schedules, maps, tables, and charts.

Prose literacy: The knowledge and skills needed to understand and use information from texts including editorials, news stories, brochures, and instruction manuals.

Quantitative literacy: The knowledge and skills required to apply arithmetic operations—either alone or sequentially—to numbers embedded in printed materials, such as balancing a chequebook, figuring out a tip, completing an order form, or determining the amount of interest on a loan from an advertisement.

Sources: Statistics Canada and OECD, Learning a Living—First Results of the Adult Literacy and Life Skills Survey. Ottawa and Paris: Minister of Industry and OECD, 2005; OECD and Statistics Canada, Literacy in the Information Age: Final Report of the International Adult Literacy Survey. Paris and Ottawa: OECD and Minister of Industry, 2000.

This indicator measures the percentage of the population with literacy skills at levels 4 and 5. The indicator is an average of the proportion of the population at levels 4 and 5 for three types of literacy skills: document, prose, and quantitative.

Document literacy: The knowledge and skills required to locate and use information contained in various formats, including job applications, payroll forms, transportation schedules, maps, tables, and charts.

Prose literacy: The knowledge and skills needed to understand and use information from texts including editorials, news stories, brochures, and instruction manuals.

Quantitative literacy: The knowledge and skills required to apply arithmetic operations—either alone or sequentially—to numbers embedded in printed materials, such as balancing a chequebook, figuring out a tip, completing an order form, or determining the amount of interest on a loan from an advertisement.

Sources: Statistics Canada and OECD, Learning a Living—First Results of the Adult Literacy and Life Skills Survey. Ottawa and Paris: Minister of Industry and OECD, 2005; OECD and Statistics Canada, Literacy in the Information Age: Final Report of the International Adult Literacy Survey. Paris and Ottawa: OECD and Minister of Industry, 2000.