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Attainment, participation and graduation

As mentioned, 31% of 25-64 year-olds had a tertiary degree in 2013, only slightly below the OECD average. Like many OECD countries there are considerable differences between the attainment rates of the younger and older population (Figure 5.2). The difference is larger than in many OECD countries suggesting that Latvia could be closing the gap in attainment with the OECD in the coming years.

The proportion of the Latvian population aged 30-34 with tertiary-level attainment has increased steadily over the past decade. By 2013 it had already surpassed the 40% target set by the Latvian parliament in 2010 (Saeima of the Republic of Latvia, 2010). It is estimated that 58% of young adults in OECD countries will enter academic tertiary programmes during their lifetime if current patterns of entry continue. In Latvia, 85% of young adults are expected to enter an academic tertiary programme (oECD, 2014a) (Figure 5.3).

Figure 5.2. Tertiary attainment of population, by age group (2012)

Percentage of tertiary-educated adults 2012, oECD and partner countries

note:

  • 1. year of reference 2011.
  • 40

Countries are ranked in ascending order of the percentage of 25-64 year-olds who have attained tertiary education in 2012 (or latest available year).

Source: oECD (2014a), Education at a Glance 2014: OECD Indicators, oECD Publishing, Paris, http://dx.doi.org/10.1787/eag-2014-en.

Among OECD countries the proportion of students entering professional tertiary programmes is generally smaller, mainly because these programmes are less developed in most OECD countries. Proportions range from less than 5% in Iceland, Mexico, Poland and the Slovak Republic, to more than 35% in Belgium, Korea and №w Zealand, and more than 50% in Chile. In latvia about a quarter of young adults enter such tertiary-type B programmes. At the same time, Latvia has a lower rate of entry into advanced tertiary education (2.1% in 2012) than the oECD average (2.6%) (oECD, 2014a).

Figure 5.3. Entry rates to tertiary education (2012)

note:

1. The entry rates for academic tertiary programmes include the entry rates for professional tertiary programmes.

Countries are ranked in descending order of entry rates for tertiary-type A education in 2012.

Source: oECD (2014a), Education at a Glance 2014: OECD Indicators, oECD Publishing, Paris, http://dx.doi.org/10.1787/eag-2014-en.

 
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