Adding and Subtracting in Math Club (Math in Our World) by Amy Rauen

By Amy Rauen

Key beneficial properties:
- subject matters correlated to the 1st grade math curriculum
- Leveled textual content reviewed through a math curriculum advisor and a studying consultant
- attractive full-color pictures and illustrations that aid the textual content and relief comprehension
- Examples that relate math to real-world situations
Special positive factors:
- images and illustrations that help the textual content and construct math skills
- word list

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4% will enter advanced research programmes. • High proportions of international students influence entry rates. In Australia, the impact of international students is so great that entry rates drop significantly when international students are excluded, causing it to lose its top position. Education at a Glance © OECD 2010 43 chapter A A2 The Output of Educational Institutions and the Impact of Learning Policy context Upper secondary education serves as the foundation for advanced learning and training opportunities, as well as preparation for direct entry into the labour market.

2b. 2c. 3b. 3c. 1a. Educational attainment: Adult population (2008) Distribution of the 25-64 year-old population, by highest level of education attained Partner countries Below upper secondary education ISCED 3A (5) 30 6 24 26 32 36 6 44 12 3 26 28 11 25 31 57 43 20 11 22 9 11 31 13 40 14 47 6 10 7 48 Postsecondary nontertiary education (6) 4 10 2 12 a a n 1 n 7 8 2 10 11 1 a a 3 a 3 11 3 4 1 x(5) n 6 3 a n x(5) Advanced research programmes Australia Austria Belgium Canada Chile Czech Republic Denmark Finland France Germany Greece Hungary Iceland Ireland Italy Japan Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Slovak Republic Spain Sweden Switzerland Turkey United Kingdom United States Preprimary and Lower ISCED 3C primary secondary (short education education programme) (1) (3) (4) (2) 8 22 x(5) x(5) x(2) 17 2 48 13 17 a 11 4 9 a x(5) 29 3 x(5) 12 n 9 a 40 n 23 2 37 9 10 a a 12 18 a 31 3 11 a 50 25 11 3 3 2 19 a 30 2 28 6 12 14 17 n x(5) 14 32 1 7 x(5) x(5) x(5) x(5) 10 11 a x(5) 17 9 7 17 46 21 a 6 7 20 x(4) 16 x(2) 21 7 12 n 19 a 31 x(2) 13 a 33 54 18 x(5) x(5) 1 9 x(4) 35 21 27 a 8 5 10 a x(5) 3 8 1 45 59 11 a 8 n 13 17 30 4 7 x(5) x(5) Tertiary education Type A OECD countries ISCED 3C (long programme)/3B Upper secondary education Type B A1 (7) 10 7 16 24 8 x(8) 7 15 11 9 7 n 3 12 n 19 11 8 1 2 15 2 x(8) x(8) 1 9 9 10 x(8) 9 10 (8) 26 11 16 25 16 14 25 20 16 15 16 18 27 22 14 24 26 18 15 29 25 33 20 13 14 19 23 20 12 23 30 (9) x(8) x(8) 1 x(8) x(8) x(8) 1 1 1 1 n n 1 n n x(8) x(8) 2 x(8) 1 x(8) 1 x(8) 1 n 1 x(8) 3 x(8) 1 1 Upper secondary level of education Tertiary level of education OECD average 29 44 28 EU19 average 28 47 25 Brazil Estonia Israel Russian Federation1 Slovenia 46 1 11 3 2 15 11 8 8 16 x(5) a a x(4) a x(5) 4 10 16 28 28 44 28 18 32 a 6 a x(4) a Note: Due to discrepancies in the data, averages have not been calculated for each column individually.

With the exception of Denmark, Iceland, Mexico and Turkey, the number of individuals with below secondary education available to the labour market decreased between 1998 and 2008, and in some countries substantially so. This indicator describes the supply side by examining educational attainment across OECD countries. The demand side is explored in labour-market indicators on employment and unemployment (see Indicator A6), earnings (see Indicator A7), incentives to invest in education (see Indicator A8), and transition from school to work (see Indicator C3).

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