educational level

What is Level of Education – Meaning and Examples

Wondering what the level of education meaning is? Well, the level of education of someone refers to the highest educational degree they’ve obtained. It could be Ph.D., Master’s, college, or even a lower degree.

When it comes to education, everything can get a little confusing.

In the United States, you’ll hear people talk about Kindergarten, Elementary School, Middle School, High School, and College. When other countries implement the “6 years of Primary School” system, this sometimes means ages 5-11.

Therefore, the level of education varies by country. However, in this article, I will try to cover every question you may possibly have regarding the meaning of “level of education”, including the different education levels available.

What is the Meaning of Level of Education?

One of the oldest questions you will probably get most time during an interview is, “What level of education do you have?” The correct answer to this question will reflect the level of knowledge you might have acquired over the years of your education in your chosen course/career.

The question is the same as your highest level of education or current level of education which simply means the current or highest degree you’ve obtained so far in your education journey.

One thing you must understand is, that the level of education is completely dependent on the person in question. While some have only managed to finish high school, some other people have gone passed college and presently pursuing a Master’s degree.

What are the Examples of Education Levels?

1. primary education.

This level of education is the first stage of formal education that occurs after pre-primary education.

Typically children are five to eight years old. The term primary school is common in some English-speaking countries, such as New Zealand and Australia, and Northern Ireland, to refer to the first four to seven years of mandatory school (ages 5–11).

In other countries, primary education is included in compulsory schooling laws without an explicit differentiation between primary and secondary levels; for example, it may be called “elementary education” or “grade school”.

2. Secondary education

Secondary education is the stage of formal learning that comes after primary or basic education.

Generally, this level of education is for students from 11 or 12 to 18 or 19 years old (or sometimes even older) and leads to certificates, diplomas, or other awards that allow students to enter higher education (university) or find employment.

In many parts of the world, secondary schools are the same as high schools or grammar schools because they are typically next to higher-level schools such as colleges and universities, where the final year of high school often overlaps with the first year of university studies.

3. Higher education (Bachelor’s degree)

This education level (typically four years) is an undergraduate education that provides students with broad knowledge in an academic field.

Furthermore, students who complete this type of program can usually enter the workforce or transfer to a more specialized program at a four-year institution.

This type of education level is typically under the supervision of faculties and departments. It involves teaching, research, and community service and the school can confer bachelor’s degrees in various disciplines.

4. Master’s degree

A master’s degree (typically one or two years) is an advanced degree offered after the completion of a bachelor’s program.

While master’s programs vary greatly depending on the field, they typically focus on developing more in-depth knowledge within a chosen subject area as well as practical skills related to work or research requirements for the position being sought by students.

5. Doctor of Philosophy (Ph.D.)

The Ph.D.’s main purpose is to provide highly qualified specialists with the training necessary for them to conduct research and contribute to the progress of their chosen field(s).

Some people think that the Ph.D.’s main purpose is simply to provide more information or insight into a subject, but this isn’t true — although this may happen as part of your research work on your dissertation (final project).

What is the Highest Level of Education?

The highest level of education is a Doctor of Philosophy or Ph.D . The Ph.D. is the highest degree that universities award to people in most fields of study.

The term “Ph.D.” comes from the Latin phrase Philosophiae doctor, which translates to “doctor of philosophy.”

The Ph.D. is not a professional degree, but it does signify that the person has achieved an advanced level of knowledge in his or her field of study and has been vetted by an academic committee as worthy of being awarded a doctorate degree in his or her field.

Is it Important to Include Your Level of Education in Your Resume?

Yes, it is important to include your level of education in your resume.

It demonstrates to the employer that you are motivated and have achieved some level of success in school. It also helps them to determine if they are capable of completing the task at hand.

In addition, include as many educational details as possible, including the institution you graduated from and the degree you earned at that institution.

This will set you aside from other applicants who did not attend college or graduate school.

Level of Education Meaning: FAQs

What are the objectives of education at different levels.

Generally, For a student, education is acquiring knowledge while for a teacher is imparting knowledge regardless of the level.

Therefore, the objective of education at all levels is teaching and learning.

What does education level mean?

While this depends on the context of the question, education level means the highest or most recent level of education you have achieved.

What does the level of education on a resume mean?

This is the information about the schools you attended, the degrees you are awarded, your GPA (not necessary), and any special awards and honors you earned.

How many years does it take to complete higher education?

Higher education (bachelor’s degree) typically takes four (4) years to complete. However, it might take you more or less in some countries.

Level of Education Meaning: Conclusion

While the level of education meaning is generally about the level of knowledge one has acquired in the education space within a particular field, it’s a no-brainer that educating yourself is one of the best ways to achieve success in life.

But there’s more to education than formal schooling. Entrepreneurship classes, online courses and workshops , book clubs, and singing lessons are just some other forms of education to really give you an edge in the competitive world.

In addition to that, before you make an attempt to engage yourself with these other forms of education which are equally important, it important to find out the method of learning that is perfect for you. Therefore here are the most effective learning styles you should check out.

I hope you found this article helpful.

Thanks for reading.

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From Associate to Doctorate: A Complete Guide to College Degree Levels

Genevieve Carlton

Contributing Writer

Learn about our editorial process .

Updated January 4, 2024

Hannah Muniz

Contributing Editor

Reviewed by

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Are you ready to discover your college program?

Considering a college degree? First, you'll have to understand the types of degrees and college degree levels.

Different degrees prepare you for different career paths. For example, you can't become a psychologist with just a bachelor's degree — you'd need a master's or doctorate in psychology. And you usually can't become an engineer without at least a bachelor's degree.

Typically, as your university degree level rises, your earning potential increases, and the unemployment rate decreases. That's one more reason it's important to understand the different types of degrees.

What Types of Degrees Are There in College?

There are many types of degrees you can earn in college. College degree levels can be broken down into two categories: undergraduate degrees and graduate degrees.

Here are the college degrees in order, from lowest ranking to highest:

• Associate degree (undergraduate)
• Bachelor's degree (undergraduate)
• Master's degree (graduate)
• Doctoral degree (graduate)

While a doctorate is the highest education level, some fields may stop at a master's. The phrase "terminal degree" refers to the highest degree in a field.

A professional degree is a type of graduate degree — often a doctorate — that prepares you for a professional career in fields like law and medicine.

Popular Online Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

Associate Degree

• Typical Program Length: 1-2 years
• Typical Number of Credits: 60

Most associate degrees prepare you to enter the workforce immediately upon graduation. These programs can be found at community and technical colleges and typically last 1-2 years.

An associate degree can also serve as the foundation for a bachelor's program. You may even be able to transfer some of the credits you earned for your associate degree toward a four-year degree.

Some associate degrees require you to complete an internship or practicum in addition to taking classes. This is particularly common among healthcare and tech degrees.

To apply for an associate degree program , you'll need a high school diploma or equivalent, like a GED certificate. Some schools may require you to submit standardized test scores, such as the ACT or the SAT, as well.

Featured Associate Programs

What can you do with an associate degree.

An associate degree prepares you for vocational, allied health, and support roles. For example, you can become a medical assistant , paralegal , or vet tech with an associate degree.

The highest-paying careers with an associate degree pay over $80,000 per year. See the table below for salary information on other popular associate degree jobs.

Source: BLS

Types of Associate Degrees

Colleges can offer three kinds of associate degrees:

• Associate of Arts (AA)
• Associate of Science (AS)
• Associate of Applied Science (AAS)

Arts, humanities, and creative fields typically offer an AA, whereas social sciences and natural sciences fields often award an AS. Many applied and vocational programs offer an AAS degree.

The type of degree matters if you're planning to transfer into a bachelor's program. Colleges normally offer fewer transfer credits for an AAS degree.

Popular Associate Degrees

• Business Administration
• Business Management
• Computer Science
• Criminal Justice
• Cybersecurity
• Early Childhood Education
• Graphic Design
• Healthcare Management
• Information Technology
• Medical Assisting
• Medical Billing and Coding
• Pre-Nursing
• Social Work

Bachelor's Degree

• Typical Program Length: 4 years
• Typical Number of Credits: 120

A bachelor's degree prepares you for many career paths. You'll generally spend four years earning a bachelor's degree at a college or university. You'll take general education classes and courses in your major . You can also choose a minor.

Some colleges offer accelerated bachelor's programs , which take less time — often 2-3 years. Degree-completion programs can also speed up the timeline by awarding you credit for previous college coursework.

You can earn your bachelor's degree online as well. An online degree from an accredited college meets the same standards as that of an in-person degree.

You'll need a high school diploma for admission and may also need to submit SAT or ACT scores.

Featured Bachelor's Programs

What can you do with a bachelor's degree.

In diverse industries like business, tech, and education, a bachelor's degree can prepare you for many entry-level careers. Some of the highest-paying jobs with a bachelor's degree include roles in finance, management, and tech.

Graduates with a four-year degree can also benefit from high demand in many lucrative fields, like software development and engineering. The table below introduces some popular jobs with a bachelor's degree.

Types of Bachelor's Degrees

You can earn a bachelor's degree in many fields. Some of the most common types of bachelor's degrees you'll see include:

• Bachelor of Arts (BA)
• Bachelor of Science (BS)
• Bachelor of Applied Arts (BAA)
• Bachelor of Applied Science (BAS)
• Bachelor of Architecture (B.Arch.)
• Bachelor of Business Administration (BBA)
• Bachelor of Fine Arts (BFA)
• Bachelor of Science in Nursing (BSN)

The two most popular degrees are a BA and a BS. These degrees cover all arts and sciences majors and some education and engineering degrees.

Popular Bachelor's Degrees

• Civil Engineering
• Communication
• Computer Programming
• Health Informatics
• Health Sciences
• Human Resources
• Mathematics
• Organizational Psychology
• Political Science
• Public Policy
• Supply Chain and Logistics

Master's Degree

• Typical Program Length: 1-3 years
• Typical Number of Credits: 30

A master's degree can help you gain specialized skills and qualify for higher-paying roles. As a graduate student, you'll work closely with experts in your field to explore advanced topics.

While a master's degree typically takes two years, some universities offer accelerated one-year master's programs. You can also enroll in a bachelor's-to-master's program to earn both a bachelor's and master's degree in less time.

Most master's programs require a minimum of 30 credits. Admission and graduation requirements vary depending on the program. For example, many arts and sciences master's programs require GRE scores , while business programs typically require GMAT scores .

Featured Master's Programs

What can you do with a master's degree.

With a master's degree, you can qualify for management-level careers and specialized roles in industries like healthcare, research, and social services. The highest-paying master's degrees include MBAs and nurse practitioner degrees.

Learn more about the earning potential and demand for popular master's degree jobs below.

Types of Master's Degrees

Here are some of the most common types of master's degrees you can earn:

• Master of Arts (MA)
• Master of Science (MS)
• Master of Business Administration (MBA)
• Master of Education (M.Ed.)
• Master of Fine Arts (MFA)
• Master of Laws (LL.M.)
• Master of Public Administration (MPA)
• Master of Public Health (MPH)
• Master of Public Policy (MPP)
• Master of Science in Nursing (MSN)
• Master of Social Work (MSW)

An MA and an MS are among the most popular master's degrees. Humanities, social sciences, and natural sciences fields typically award an MA or an MS. Other popular options include an MBA and an M.Ed.

Popular Master's Degrees

• Creative Writing
• Data Science
• Engineering
• Healthcare Administration
• Library and Information Science
• Network Security
• Public Health
• Supply Chain Management

Doctoral Degrees

• Typical Program Length: 2-10 years
• Typical Number of Credits: Varies

A doctorate represents the highest degree you can get in academia. There are a few types of doctoral degrees you can get.

Professional doctorates train you for a professional career. For example, law school and med school are two common professional paths. A Ph.D., on the other hand — by far one of the most common types of doctorates — emphasizes theory and research.

In a doctoral program, you'll take graduate-level seminars and courses, take comprehensive exams, conduct original research, and defend a dissertation in front of a faculty committee.

Most applied doctorates take 3-5 years, while a Ph.D. typically requires 4-6 years of coursework. In certain fields, you can earn your doctorate online.

Some doctoral programs require a master's degree for admission, whereas others admit applicants with just a bachelor's degree. You may need to submit standardized test scores depending on the program.

Featured Doctoral Programs

What can you do with a doctorate.

If you want to become a physician , professor , or lawyer, you'll need a doctorate. In many fields, a doctorate translates into higher salaries. Lawyers, pharmacists , and physicists all report median salaries of over $125,000 per year, according to the Bureau of Labor Statistics (BLS).

The following table shows the earning potential and demand for popular doctoral degree jobs.

Types of Doctoral Degrees

A doctorate is the highest education level, but there are still several types of doctoral degrees. Here are some of the most common you can get:

• Doctor of Philosophy (Ph.D.)
• Doctor of Business Administration (DBA)
• Doctor of Education (Ed.D.)
• Doctor of Medicine (MD)
• Doctor of Nursing Practice (DNP)
• Doctor of Pharmacy (Pharm.D.)
• Doctor of Psychology (Psy.D.)
• Juris Doctor (JD)

A Ph.D. is the most popular doctorate. You can earn a Ph.D. in many arts and sciences fields. Other doctorates take their names from the career path associated with the degree.

Popular Doctoral Degrees

• Curriculum and Instruction
• Educational Administration
• Educational Leadership
• Human Services
• Legal Studies
• Organizational Leadership
• Public Administration

Frequently Asked Questions About College Degree Levels

What are the four types of college degrees.

The four types of college degrees are associate degrees, bachelor's degrees, master's degrees, and doctoral degrees. Colleges classify associate and bachelor's degrees as undergraduate degrees and master's and doctoral degrees as graduate degrees.

Within those categories, you can earn many types of degrees. For instance, at the bachelor's level, you could earn a bachelor of arts (BA), a bachelor of science (BS), or a bachelor of fine arts (BFA) degree.

What is a four-year college degree called?

A four-year college degree is called a bachelor's degree. Another term for this degree type is a baccalaureate degree.

Many careers require a bachelor's degree for entry-level roles. For example, most careers in business require you to hold a bachelor's degree. Many roles in tech, education, the public sector, and engineering also require you to have a four-year degree.

Some career paths require a specific major. In many states, you'll need a bachelor of science in nursing (BSN) to become a registered nurse . In other fields, your specific major matters less than the quality of your skills.

What is the highest degree?

The highest degree is a doctorate, also called a doctoral degree. In terms of university degree levels, both master's and bachelor's degrees rank below doctorates.

You can earn a doctorate in a wide array of fields, including the social sciences, business, the humanities, education, engineering, and healthcare.

In some fields, however, a master's degree represents the terminal, or highest, degree. For instance, a master of fine arts (MFA) is the terminal degree for creative writing.

What is the hardest college degree?

Most would agree that the hardest college degree is a doctorate. As the highest education level, a doctorate requires significant expertise in the field.

Many Ph.D. programs take six years or more and require you to write a book-length dissertation based on original research.

Because a doctorate represents the top of the university degree levels, it's a relatively uncommon degree. Only around 2% of U.S. adults held a doctorate in 2022, according to the U.S. Census Bureau .

What is the quickest degree?

The fastest degree you can get is either a one-year associate degree or a one-year master's degree. While other types of degrees typically take a minimum of two years, you can earn a master's degree in one year with an accelerated or fast-track program.

You can sometimes add a master's degree to your bachelor's through a 4+1 program, also known as a bachelor's-to-master's program. In this case, some of your coursework counts toward both your undergraduate and graduate degrees, meaning you'll spend an additional year in college to leave with a master's degree.

Explore More College Resources

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Discover schools with the programs and courses you’re interested in, and start learning today.

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Home > List of statistical resources > Concepts and definitions > International Standard Classification of Education (ISCED)

• Classification

International Standard Classification of Education (ISCED)

Table of contents, related pages.

Education and Mismatch Indicators (EMI database)

UNESCO Institute for Statistics (UIS)

Introduction

The ISCED was designed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in the early 1970s to serve as an instrument suitable for assembling, compiling and presenting comparable indicators and statistics of education, both within countries and internationally. The original version of ISCED (ISCED-76) classified educational programmes by their content along two main axes: levels of education and fields of education. The cross-classification variables were maintained in the revised ISCED-97; however, the rules and criteria for allocating programmes to a level of education were clarified and tightened, and the fields of education were further elaborated. In 2011, a new classification ISCED 2011 was introduced; however, reporting according to ISCED-11 did not start until 2014.

Aggregate levels of education

Aggregate levels of education presented in ILOSTAT are based on the following concordances with ISCED-11 and ISCED-97.

X. No schooling 0. Early childhood education 1. Primary education 2. Lower secondary education 3. Upper secondary education 4. Post-secondary non-tertiary education 5. Short-cycle tertiary education 6. Bachelor’s or equivalent level 7. Master’s or equivalent level 8. Doctoral or equivalent level 9. Not elsewhere classified

X. No schooling 0. Pre-primary education 1. Primary education or first stage of basic education 2. Lower secondary or second stage of basic education 3. Upper secondary education 4. Post-secondary non-tertiary education 5. First stage of tertiary education (not leading directly to an advanced research qualification) 6. Second stage of tertiary education (leading to an advanced research qualification) ?. Level not stated

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Educational Attainment in the United States

Educational attainment #1, detailed educational attainment #2, educational attainment sex ratio #3, detailed educational attainment sex ratio #4, bachelor's degrees by age #5, bachelor's degrees sex ratio by age #6, median earnings by educational attainment #7, median earnings by educational attainment #8, composition of the armed forces by educational attainment #9, employment by educational attainment #10, lacking high school diploma by race #11, college graduates by race #12, map of educational attainment by state in the united states.

• Coarse: Post-Secondary Degree
• Coarse: High School Diploma
• Coarse: No High School Diploma
• Detailed: Doctorate Degree
• Detailed: Professional Degree
• Detailed: Master's Degree
• Detailed: Bachelor's Degree
• Detailed: Associate's Degree
• Detailed: Some College
• Detailed: High School Diploma or Equivalent
• Detailed: Some High School
• Detailed: Less than High School
• Detailed: None

Coarse: Post-Secondary Degree Educational Attainment by State #13

Coarse: high school diploma educational attainment by state #14, coarse: no high school diploma educational attainment by state #15, detailed: doctorate degree educational attainment by state #16, detailed: professional degree educational attainment by state #17, detailed: master's degree educational attainment by state #18, detailed: bachelor's degree educational attainment by state #19, detailed: associate's degree educational attainment by state #20, detailed: some college educational attainment by state #21, detailed: high school diploma or equivalent educational attainment by state #22, detailed: some high school educational attainment by state #23, detailed: less than high school educational attainment by state #24, detailed: none educational attainment by state #25, failed to load :-(, map of educational attainment by county in the united states, coarse: post-secondary degree educational attainment by county #26, coarse: high school diploma educational attainment by county #27, coarse: no high school diploma educational attainment by county #28, detailed: doctorate degree educational attainment by county #29, detailed: professional degree educational attainment by county #30, detailed: master's degree educational attainment by county #31, detailed: bachelor's degree educational attainment by county #32, detailed: associate's degree educational attainment by county #33, detailed: some college educational attainment by county #34, detailed: high school diploma or equivalent educational attainment by county #35, detailed: some high school educational attainment by county #36, detailed: less than high school educational attainment by county #37, detailed: none educational attainment by county #38, educational attainment by place in the united states, no h.s. diploma by place #39, bachelor's degrees by place #40, very advanced degrees by place #41, under-education sex ratio by place #42, over-education sex ratio by place #43, educational attainment by metro area in the united states, no h.s. diploma by metro area #44, bachelor's degrees by metro area #45, very advanced degrees by metro area #46, under-education sex ratio by metro area #47, over-education sex ratio by metro area #48, educational attainment by state in the united states, no h.s. diploma by state #49, bachelor's degrees by state #50, very advanced degrees by state #51, under-education sex ratio by state #52, over-education sex ratio by state #53, educational attainment by county in the united states, no h.s. diploma by county #54, bachelor's degrees by county #55, very advanced degrees by county #56, under-education sex ratio by county #57, over-education sex ratio by county #58, educational attainment by division in the united states, no h.s. diploma by division #59, bachelor's degrees by division #60, very advanced degrees by division #61, under-education sex ratio by division #62, over-education sex ratio by division #63, educational attainment by region in the united states, no h.s. diploma by region #64, bachelor's degrees by region #65, very advanced degrees by region #66, under-education sex ratio by region #67, over-education sex ratio by region #68, definitions.

Educational attainment is reported in terms of the highest level of education obtained by persons aged 25 years and older. On this page, we report on both detailed and coarse categorizations of the levels of education in the population. The detailed levels of educational attainment are as follows:

• None: no formal education at all
• Less than High School: some education, but stopped short of high school
• Some High School: some high school education, but no high school diploma (or equivalent)
• Some College: high school diploma (or equivalent), and some college, but no post-secondary degree
• Associate's Degree: highest post-secondary degree is an associate's degree (including occupational or academic degrees)
• Bachelor's Degree: highest post-secondary degree is a bachelor's degree (e.g., BA, BS, AB)
• Master's Degree: highest post-secondary degree is a master's degree (e.g., MA, MS, MENG, MSW)
• Professional Degree: highest post-secondary degree is a professional degree (e.g., MD, DDC, JD)
• Doctorate Degree: highest post-secondary degree is a doctorate degree (e.g., PhD, EdD)

The coarse levels of educational attainment are as follows:

• No High School Diploma: does not have a high school diploma or equivalent
• High School Diploma: has a high school diploma or equivalent and possibly some college, but no post-secondary degrees
• Higher Degree: has some post-secondary degree (associate's, bachelor's, master's, professional, doctorate)

For additional information about the data presented on this site, including our sources, please see the About Page .

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Global Education

By Hannah Ritchie, Veronika Samborska, Natasha Ahuja, Esteban Ortiz-Ospina and Max Roser

A good education offers individuals the opportunity to lead richer, more interesting lives. At a societal level, it creates opportunities for humanity to solve its pressing problems.

The world has gone through a dramatic transition over the last few centuries, from one where very few had any basic education to one where most people do. This is not only reflected in the inputs to education – enrollment and attendance – but also in outcomes, where literacy rates have greatly improved.

Getting children into school is also not enough. What they learn matters. There are large differences in educational outcomes : in low-income countries, most children cannot read by the end of primary school. These inequalities in education exacerbate poverty and existing inequalities in global incomes .

On this page, you can find all of our writing and data on global education.

Key insights on Global Education

The world has made substantial progress in increasing basic levels of education.

Access to education is now seen as a fundamental right – in many cases, it’s the government’s duty to provide it.

But formal education is a very recent phenomenon. In the chart, we see the share of the adult population – those older than 15 – that has received some basic education and those who haven’t.

In the early 1800s, fewer than 1 in 5 adults had some basic education. Education was a luxury; in all places, it was only available to a small elite.

But you can see that this share has grown dramatically, such that this ratio is now reversed. Less than 1 in 5 adults has not received any formal education.

This is reflected in literacy data , too: 200 years ago, very few could read and write. Now most adults have basic literacy skills.

What you should know about this data

• Basic education is defined as receiving some kind of formal primary, secondary, or tertiary (post-secondary) education.
• This indicator does not tell us how long a person received formal education. They could have received a full program of schooling, or may only have been in attendance for a short period. To account for such differences, researchers measure the mean years of schooling or the expected years of schooling .

Despite being in school, many children learn very little

International statistics often focus on attendance as the marker of educational progress.

However, being in school does not guarantee that a child receives high-quality education. In fact, in many countries, the data shows that children learn very little.

Just half – 48% – of the world’s children can read with comprehension by the end of primary school. It’s based on data collected over a 9-year period, with 2016 as the average year of collection.

This is shown in the chart, where we plot averages across countries with different income levels. 1

The situation in low-income countries is incredibly worrying, with 90% of children unable to read by that age.

This can be improved – even among high-income countries. The best-performing countries have rates as low as 2%. That’s more than four times lower than the average across high-income countries.

Making sure that every child gets to go to school is essential. But the world also needs to focus on what children learn once they’re in the classroom.

Millions of children learn only very little. How can the world provide a better education to the next generation?

Research suggests that many children – especially in the world’s poorest countries – learn only very little in school. What can we do to improve this?

• This data does not capture total literacy over someone’s lifetime. Many children will learn to read eventually, even if they cannot read by the end of primary school. However, this means they are in a constant state of “catching up” and will leave formal education far behind where they could be.

Children across the world receive very different amounts of quality learning

There are still significant inequalities in the amount of education children get across the world.

This can be measured as the total number of years that children spend in school. However, researchers can also adjust for the quality of education to estimate how many years of quality learning they receive. This is done using an indicator called “learning-adjusted years of schooling”.

On the map, you see vast differences across the world.

In many of the world’s poorest countries, children receive less than three years of learning-adjusted schooling. In most rich countries, this is more than 10 years.

Across most countries in South Asia and Sub-Saharan Africa – where the largest share of children live – the average years of quality schooling are less than 7.

• Learning-adjusted years of schooling merge the quantity and quality of education into one metric, accounting for the fact that similar durations of schooling can yield different learning outcomes.
• Learning-adjusted years is computed by adjusting the expected years of school based on the quality of learning, as measured by the harmonized test scores from various international student achievement testing programs. The adjustment involves multiplying the expected years of school by the ratio of the most recent harmonized test score to 625. Here, 625 signifies advanced attainment on the TIMSS (Trends in International Mathematics and Science Study) test, with 300 representing minimal attainment. These scores are measured in TIMSS-equivalent units.

Hundreds of millions of children worldwide do not go to school

While most children worldwide get the opportunity to go to school, hundreds of millions still don’t.

In the chart, we see the number of children who aren’t in school across primary and secondary education.

This number was around 260 million in 2019.

Many children who attend primary school drop out and do not attend secondary school. That means many more children or adolescents are missing from secondary school than primary education.

Access to basic education: almost 60 million children of primary school age are not in school

The world has made a lot of progress in recent generations, but millions of children are still not in school.

The gender gap in school attendance has closed across most of the world

Globally, until recently, boys were more likely to attend school than girls. The world has focused on closing this gap to ensure every child gets the opportunity to go to school.

Today, these gender gaps have largely disappeared. In the chart, we see the difference in the global enrollment rates for primary, secondary, and tertiary (post-secondary) education. The share of children who complete primary school is also shown.

We see these lines converging over time, and recently they met: rates between boys and girls are the same.

For tertiary education, young women are now more likely than young men to be enrolled.

While the differences are small globally, there are some countries where the differences are still large: girls in Afghanistan, for example, are much less likely to go to school than boys.

Research & Writing

Talent is everywhere, opportunity is not. We are all losing out because of this.

Access to basic education: almost 60 million children of primary school age are not in school, interactive charts on global education.

This data comes from a paper by João Pedro Azevedo et al.

João Pedro Azevedo, Diana Goldemberg, Silvia Montoya, Reema Nayar, Halsey Rogers, Jaime Saavedra, Brian William Stacy (2021) – “ Will Every Child Be Able to Read by 2030? Why Eliminating Learning Poverty Will Be Harder Than You Think, and What to Do About It .” World Bank Policy Research Working Paper 9588, March 2021.

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'We all are vulnerable': Why UT students are launching a tenants union in West Campus

University of Texas students have launched the UT Tenants Union to advocate for student renters' needs and improved housing conditions in West Campus.

Isabel Webb Carey, a UT senior and the union's co-founder, said she's had "a pretty terrible time" with housing in West Campus, and she found herself being housing insecure for six months, which affected her mental, physical and academic wellness. Now she's made it her mission to educate students on housing and tenants' rights, and she helped launch the union in March.

“I realized how little transparency and information there was about housing in West Campus, and not just housing, (but also) tenants' rights,” she said. “There is a huge power imbalance between the students and the leasing companies.”

After Webb Carey’s experience, she started a social media account called @UTforhousingtransparency, to educate about tenants’ rights and advocating about windowless housing in the city. The group became the foundation for the union, she said.

“It kind of turned into a movement,” she said. “It's not just one or two people who have isolated incidences. We all are vulnerable; we all often are or could be exploited.”

Three weeks after the union's launch event, 170 people have signed union cards, Webb Carey said.

Why start a tenants union at UT?

Tenant advocacy groups and unions have previously been formed at Georgetown University , with its launch in 2013, and at the University of Michigan, where the union is now being revived by community activists after being dormant for about 20 years, according to the Michigan Daily .

Full-time students often lack the experience to navigate renting challenges, Webb Carey said, and they don’t have full-time jobs that can cover hefty rental fees. Student renters are also transient, often staying in housing only for four years of school.

Instead of having a new wave of activism every four years as students shift in and out of school, the union will allow the group to sustain and build on its advocacy, said Namratha Thrikutam, an architecture student, union co-founder and intern at Texas Housers, a nonprofit that supports low-income Texans with housing issues.

“We've all been waiting for this,” Thrikutam said. “We’ve all been waiting for a space to open up where we can advocate for ourselves and make these changes.”

Since it is a tenants union, the group will not seek certification from the National Labor Review Board as a labor union would, said Kayla Quilantang, a union co-founder. Now that it has obtained its member base, the union is looking for legal representation and determining its next initiatives.

Any renter who lives in the West Campus neighborhood is welcome to join, including online students and those at other Austin-area universities, said Grant Gilker, a UT junior and union co-founder.

With whom will the UT Tenants Union partner?

The group hopes to advocate for policy changes at the city and university levels.

To start, its goals include addressing property-level concerns, establishing legal aid resources that students can turn to when they face problems and advocating for the university to create an emergency rental fund for students who are forced to seek temporary accommodations, students said.

The university did not respond to Statesman requests for comment.

Quilantang, a fourth-year UT student in the architecture program, helped write a letter last August to the Austin City Council to advocate against windowless bedrooms — a feature of some West Campus student housing options. The letter, sent Sept. 1, had more than 800 signatures in support, Quilantang said.

The students' advocacy resulted in the City Council passing a resolution in September calling for the elected city leaders to initiate an amendment to require access to natural light for bedrooms in new buildings.

“It represents a strategy of cross-disciplinary collaboration at both the university and citywide level,” Quilantang said. “We really want to use connections that we made from that single initiative.”

The council could take action as soon as this month, an expedited timeline, said Zo Qadri, a council member who worked with students to address windowless housing and on the University Neighborhood Overlay, the planning district for West Campus.

"I'm incredibly grateful for the partnership we've formed with the UT Tenants Union, from the student listening sessions they organized to their input on UNO updates," Qadri said. "We look forward to continuing to give students a voice and working toward solutions together."

Mayor Kirk Watson said he looks forward to the students' policy ideas, adding that students have helped advocate for housing issues on which the City Council has acted, such as occupancy limits.

"Austin is Austin in part because we’ve always had a fountain of youth that’s been fed by the smart and interesting and innovative students that flock to UT and our other great colleges and universities," Watson said. "Student voices are essential to our community conversation around housing and affordability, and I’m happy they’re organizing through the UT Tenants Union to amplify those voices."

What's the UT Tenants Union's long-term goal for West Campus?

The UT Tenants Union hopes to create a 10-year plan to help pass effective policy changes at the university, system and city levels to protect renters in West Campus, said Gilker, who also serves on the board of College Houses Texas, an affordable housing student community.

“I want to live in a better neighborhood, I want to live better with my neighbors, and I want them to have happier lives, too,” Gilker said. “Ultimately, there's very little advocacy happening, and very little pride taken in where we live, and there's so much pride taken in what we do. That crossover can happen, and I’m excited to see it.”

The group hopes the union encourages students and opens an avenue for them to get involved in conversations about the neighborhood.

“We want this UT Tenants Union to be an example of how much power student voices hold to shape their neighborhood the way they see is best,” Quilantang said. “We have the right to be an active part of this conversation.”

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What are the outcomes of the education system? How much did COVID-19 disrupt learning?​

Eighth-grade math and reading proficiency fell between 2019 and 2022 to the lowest rates in at least 15 years..

The share of eighth graders at or above a proficient reading level dropped from 34% to 31%. For math, it dropped from 34% to 26%.

The public-school student-teacher ratio dropped from 15.9 in fall 2019 to 15.4 in fall 2020 and remained unchanged in 2021.

This is partly due to declining school enrollment during the pandemic . Several factors affect the student-teacher ratio, including class sizes, the number of classes educators teach, and the number of special education teachers.

Public schools spent an average of $16,280 per student in the 2020–2021 school year, more than any previous year after adjusting for inflation.

This was up 3.5% from the previous school year, the largest single-year increase since 1988-1989. Expenditures in 2019-2020 and 2020-2021 included funds allocated through pandemic relief legislation such as the CARES Act . Many factors influence per-pupil spending, including salaries, benefits, and supplies across functions such as instruction, administration, and operations and maintenance.

Of the students who started high school in 2011, 24% completed a four-year college degree by 2021. Another 13% had enrolled in a four-year college within one year of high school graduation but had not completed their degree.

Among Black and Hispanic students who entered high school in 2011, the percentage who earned a four-year degree by 2021 was lower than the overall student rate — less than 15% for either group.

The median student loan balance per household decreased between 2019 and 2022, but it dropped most for Black-led households, falling 25% to $27,070 in 2022.

However, prior to 2022, it had been increasing faster for Black-led households than households overall. Black-led household student loan balances rose 66% between 2010 and 2019, compared to 41% for all families.

Forty-eight percent of the population ages 25 and older has a college degree.

Asian Americans have the nation’s highest levels of education; as of 2022, two-thirds had at least an associate degree.

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On average, people whose highest level of education is a bachelor’s degree earned $1,493 per week in 2023, roughly 66% more than workers with a high school diploma.

Earnings for workers with some college or an associate degree have fallen since 2000, while increasing for all other educational attainment categories. Earnings for people without a high school diploma are up most, $708 per week (up 11%), but remain $462 per week (39%), lower than overall median earnings.

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Kevin Korous: Vote for those who believe in education, local control and parental rights

To advance public education, we need a change in utah..

(Trent Nelson | The Salt Lake Tribune) The Granite School District's board passes a resolution against the actions of Natalie Cline and in support of its student athlete during a meeting in South Salt Lake on Friday, Feb. 9, 2024.

While there were a number of beneficial bills and several legislators advocating for our public schools, I cannot ignore the laws passed by the Legislature and signed by the governor that chipped away at local control and parental rights and overlooked the real issues impacting our students in favor of political incentives.

I question whether the majority of the Legislature prioritized what they wanted right now over what Utah students needed the most. Three decisions stand out as examples.

The majority of the Legislature prioritized banning diversity, equity and inclusion (DEI) instead of addressing documented experiences of racial/ethnic discrimination in Utah schools at the expense of viewpoint diversity and student success.

By passing HB261 within the first weeks of the session, the Legislature communicated that their immediate priority in education was to outlaw DEI at public universities and K-12 education.

Like Florida and Texas, HB261 is part of a national effort led by third-party actors to spread a disinformation campaign against any policy related to inclusion — see rebuttals from experts in Utah — and across the nation . While supporters of HB261 argue that it includes an alternative approach, the bill does not specifically outline an evidence-based policy. Given the lack of substantial evidence that DEI offices/initiatives directly increase the risk of discrimination in Utah, it is a gross misuse of political power to prohibit these practices under the clause that they are discriminatory.

If there was a concern that DEI was being misapplied, a simple phone call would have strengthened the impactful initiatives that were already in practice, leaving time for legislators to address pressing concerns such as preventing and responding to discrimination and threats based on race, ethnicity, disability and sex experienced by our students.

The majority of the Legislature prioritized making it easier to remove books from school libraries instead of creating solutions for improving literacy among Utah students at the expense of local control and parental rights.

Like HB261, a phone call would have proved sufficient for enforcing the sensitive material law. Rather, the Legislature took HB374 a step further with HB29 by removing local control and parental rights within the decision process and allowing a few parents (including out-of-state parents via subjective rating sites), employees and local board members from a subset of school districts and charter schools to ban a book statewide.

School districts already had procedures for HB374. An issue with compliance could have been easily resolved. If further specification was necessary, the Legislature could have practiced disagreeing better by debating HB29 alongside HB583 , a bill held in rules committee that would have maintained local control, protected librarians and considered the entirety of a book. The committee and floor time given to HB29 would have been better spent crafting legislation that promotes literacy and strengthening efforts to achieve the state’s goal of having 70% of third graders reading at grade-level by 2027 .

The majority of the Legislature prioritized micro, religious and private schools using our tax dollars designated for public education instead of funding the needs across public schools at the expense of Utah students.

After requesting $150 million , SB2 appropriated an additional $40 million to the Utah Fits All Scholarship Program, totaling $82 million for non-public schools, supplies and extracurricular activities. Expect this budget line to increase next year. Allocating more funding to a program that has yet to be evaluated, is not a data-informed investment nor fiscally responsible.

The additional funding for vouchers was prioritized over removing future lunch debt for students on free and reduced lunch plans , reducing K-3 class sizes , funding to offset removing school fees , teacher scholarships for advanced degrees and increasing Utah’s ranking in the cost-adjusted per-pupil spending relative to other states; Utah currently ranks near the bottom . Given our students’ achievements under prior levels of funding, imagine what Utah students could do if we invested closer to the national average.

The November election is crucial for public education. Please vote. Your vote will decide whether we elect candidates who support public education. Your vote will also decide whether income-taxes will continue to be designated for public education and other services, a constitutional amendment opposed by the Utah Education Association .

Educators need your help . Based on the bills previously passed, yearly income-tax cuts and larger class sizes , I do not trust the majority of our Legislature to prioritize public education beyond minimal requirements if the earmark is removed.

To advance public education, we need a change in Utah. Instead of placing national politics ahead of what Utah students need the most, we should elect officials at the state and local level who will vocally advocate for local control and parental rights, and make smart decisions for our students, educators and public schools.

(Photo courtesy of Kevin Korous) Kevin Korous

Kevin M. Korous , is a researcher, writer and statistician. He received his Ph.D. in family and human development. He is a candidate for Granite School District’s 2nd Precinct.

The Salt Lake Tribune is committed to creating a space where Utahns can share ideas, perspectives and solutions that move our state forward. We rely on your insight to do this. Find out how to share your opinion here , and email us at [email protected] .

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Corporate Training and Professional Education Instructor Jay Powers Gives Insightful Presentation on Leadership and Success

• Tatiana Del Valle
• March 28, 2024
• Leadership and Management
• Text-based Story

The event GROW Pasco 2024 was the backdrop for retired Colonel and University of South Florida instructor Jay Powers, wherein he guided entrepreneurs and leaders toward success earlier this month using the expertise he developed as a U.S. Army Green Beret and leader within Joint Special Operations. 

GROW Pasco is an event designed to equip local entrepreneurs and executives for growth in the evolving business landscape. Hosted by the SMARTstart entrepreneurship program at Pasco EDC, it provides educational and networking opportunities for business owners in the area. With a full schedule of speakers, including business and community leaders, and breakout sessions throughout the day, attendees learned how to leverage everything from marketing and social media to artificial intelligence. 

USF’s Office of Corporate Training and Professional Education attended to absorb more knowledge, connect with others in the local community, and see unique perspectives on entrepreneurial success.

Weaving Leadership with Self-Care

Powers emphasized key aspects of leadership and organizational growth in his presentation, “Lead Your Way to Entrepreneurial Success,” and coupled these observations with valuable perspectives he’s gained as COO at Tampa Bay Wave, a renowned non-profit accelerator dedicated to tech company growth and the development of Tampa Bay's tech ecosystem. 

He honed in on the similarities and differences between the characteristics of successful entrepreneurs and leaders. Good leaders have strengths such as delegation, integrity, empathy, and respect, while entrepreneurs have characteristics such as flexibility, curiosity, persistence, and innovative thinking. Both should have self-awareness to reflect on their actions and how they affect others. 

“There’s no single approach to leadership that will work for every person and situation, that's why it's difficult,” Powers said. “It’s important to get feedback to know how you’re truly impacting people.”

He believes people are the critical resource for any organization to succeed, so leaders should strive to create environments where people can thrive.

He also stressed the importance of balancing your business efforts with the other essential areas of your life. Be sure to prioritize sleep, exercise, family, and other parts of your personal life to ensure you bring the best version of yourself to your organization. “If you take the time to invest in it, family can be one of your biggest sources of resilience,” he said. 

Ultimately, Powers had two major takeaways:

One: Identify when you need to do less and lead more.

Two: Take a long-term approach to balance.

By getting to know your team, prioritizing feedback, giving people space to take initiative, and taking care of yourself, you can set yourself up with a strong foundation for success both in business and your life. 

The impact of his speech was evident in the long line of attendees who patiently waited to chat with him after the presentation. View the full presentation here .

Level Up Your Skills

For a unique opportunity to learn from an experienced leadership practitioner, join Powers for the next session of his course, “Executive Leadership Lessons,” starting Friday, April 5. Designed to accommodate the schedules of busy professionals, this course provides an overview of how to build positive environments, encourage employee input, give and receive feedback, and build trust. 

Register here or contact David Hill, associate director of the Office of Corporate Training and Professional Education, at [email protected] for more information. 

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Teachers want to teach, not tick boxes. AI could be key to realising this

We must harness the potential of technology while ensuring that risks are adequately policed.

In surveys TUI members cite bureaucratic overload as an ever-increasing distraction from teaching and learning. Photograph: iStock

As hundreds of Teachers’ Union of Ireland (TUI) representatives meet this week for the union’s annual congress in Killarney, it will come as no great surprise that teacher recruitment and retention crisis remains a grave concern.

The latest survey carried out by the TUI’s Principals’ and Deputy Principals’ Association last October found that over three quarters of schools advertised positions in the previous six months for which no teacher applied, while two thirds of schools had unfilled vacancies. This crisis is painfully real, and the continuing absence of political will to properly tackle it is unfathomable.

It is clear what measures need to be taken. We will continue to vigorously campaign for contracts of full hours upon initial appointment, a restoration of posts of responsibility to boost teacher retention and a halving of the period of the Professional Master of Education (PME) to ensure that the profession remains affordable to those who wish to pursue it.

In addition, if we are to persuade teachers to return to Ireland from jurisdictions such as Dubai and Australia, they must be awarded full incremental credit recognition for their service abroad.

Sharp rise in sexual images generated by primary school pupils, Foley warns

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In September, we welcomed Minister for Education Norma Foley’s decision to shelve plans for teachers to assess their own students for State certification purposes. We have made it clear at all times and in all forums that in terms of senior cycle redevelopment, external assessment for State certification is key to the integrity of the process and must be retained. This remains our emphatic position.

Minister Foley said that concerns over artificial intelligence (AI) guided her decision, which we believe was prudently made. Public trust in the Leaving Certificate cannot be gambled with.

However, it is also very clear that AI is here to stay. Standing still or trying to ignore it is not an option; we must harness its potential benefits while ensuring that risks are adequately mitigated and policed. With this in mind we recently organised a conference on what AI might mean for the education system.

Now, it is critical that Government departments intensify engagement with all stakeholders to ensure the education system is no way “outpaced”. Robust departmental guidelines and regulatory safeguards on this rapidly-developing area must be formalised and then regularly assessed and updated.

In terms of opportunities, the potential of AI to reduce the ever-growing administrative burden on educators should be fully explored. In a series of surveys, our members have consistently cited bureaucratic overload as an ever-increasing and demoralising distraction from teaching and learning, one that in many cases is driving teachers and lecturers from the profession.

Teachers detest the drift towards “performativity”. They want to teach, not tick boxes or attend meetings that benefit neither them nor their students. In this regard they are deeply and justifiably concerned about the usage and value of the so-called Croke Park Hours in schools.

At third level, following the advertisement of some senior positions in Munster Technological University (MTU) at a lower pay scale than similar positions in Dublin, TUI members gave an overwhelming mandate for industrial action over the non-adherence by the management side to a landmark collective agreement concerning the establishment of the technological university sector.

Following nationwide protests and the serving of industrial action by TUI, the Department of Further and Higher Education agreed to pause the recruitment process.

However, we have made clear that there must be parity of esteem across the technological university (TU) sector – we will not accept a situation where individual TUs are free to operate without regard or recourse to national negotiation.

In third level colleges, the ratio of students to teaching staff in Ireland has now worsened to 23:1, a level far above the OECD average of 17:1

Meanwhile, in adult education, the delay in providing appropriate terms of employment to adult education tutors is an insult to the vitally important work that they do.

Of course, and inevitably, critical to many of these various issues, is funding. We as a nation are starting from a shamefully low base.

The latest OECD indicators show that of the countries for which figures are provided, none spends a lower proportion of national wealth (GDP) on education than Ireland. This is even more pronounced at second level, where, at 1 per cent, investment is just half that of the OECD average.

In third level colleges, the ratio of students to teaching staff in Ireland has now worsened to 23:1, a level far above the OECD average of 17:1, a legacy of the ongoing failure to address the sector’s resourcing crisis.

Across all levels of education, it is students who lose out as a result of inadequate education budgets, which result in larger class sizes, inadequate or non-existent supports for those who most need them and facilities that are ill-suited to modern, experiential teaching and learning.

Our policymakers must finally match the commitment of our students and educators by providing levels of investment to our public education system that ensure all can prosper.

David Waters is president of the Teachers’ Union of Ireland

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No megaphones or slow handclaps: why norma foley can expect easier ride at this year’s teachers’ conferences, ‘you’re famous, what are you doing here’: the asylum seeker who has gone from somali tv to a bunk bed in citywest, parenting: ‘i’m so, so lonely. . . some mornings i could cry on waking’, ‘my wife is a fantastic woman, my soulmate and an incredible mother, but our marriage is sexless’, tributes left at queens bar where irish woman sarah mcnally died in alleged knife attack, pathway to top of croagh patrick almost complete after more than three years of work, latest stories, ukraine reports russian targeting of energy infrastructure in overnight attacks, tuesday’s top stories: sharp rise in sexual images generated by primary school pupils; tributes to irish woman killed in new york bar, florida supreme court clears way for abortion ballot and six-week ban, trump’s net worth falls by $1bn as social media firm sinks.

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