аЯрЁБс>ўџ /ўџџџўџџџ.џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ ѓ'ЭЩ@сАСт\pmalon315 BАaР=œЏМ=-X/‚#8X@"Зк1&№џ Courier New1ШџМArial1ШџArial1ШџМArial1&№џМ Courier New1&№  Courier New1&№$ Courier New"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)Є"$"#,##0;\-"$"#,##0Ѕ"$"#,##0;[Red]\-"$"#,##0І"$"#,##0.00;\-"$"#,##0.00#Ї"$"#,##0.00;[Red]\-"$"#,##0.005Ј0_-"$"* #,##0_-;\-"$"* #,##0_-;_-"$"* "-"_-;_-@_-,Љ'_-* #,##0_-;\-* #,##0_-;_-* "-"_-;_-@_-=Њ8_-"$"* #,##0.00_-;\-"$"* #,##0.00_-;_-"$"* "-"??_-;_-@_-4Ћ/_-* #,##0.00_-;\-* #,##0.00_-;_-* "-"??_-;_-@_- Ќ#,##0.0рѕџ Р рѕџ єР рѕџ єР рѕџ єР рѕџ єР рѕџ єР рѕџ єР рѕџ єР рѕџ єР рѕџ єР рѕџ єР рѕџ єР рѕџ єР рѕџ єР рѕџ єР р Р рєџєР рєџєР р Р р$Р р#Р р Р р Р р < Р р$< Р р Р р#Р р$< @Р р < Р р$< Р р"< Р р$< Р “€ џ“€џ“€џ`…06S1326… a,NotesŒЎџџџџџџџџ" INTERNET;HH  ;. TITLE;СС`iќЎYY[[Percent of adult population (persons 25 to 64 years old, except as noted). Tertiary-type Aaincludes education leading to a BA, Masters or equivalent degree, and advanced research programs]Upper Tertiary-COUNTRY secondarytype A education attainment or higherUnited States AustraliaAustriaBelgiumCanadaCzech RepublicDenmarkFinlandFranceGermanyGreeceHungaryIcelandIrelandItalyJapan Luxembourg Korea, SouthMexico Netherlands New ZealandNorwayPolandPortugalSpainSweden SwitzerlandTurkeyUnited KingdomMSource: Organization for Economic Cooperation and Development, Paris, France,Levels of education(Pre-primary level of education (ISCED 0){Pre-primary education serves the dual purpose of giving the child daily care while the parents are at work and contributingstowards the child's social and intellectual development in keeping with the rules and guidelines of the pre-primary curriculum. yThe standard starting age at the pre-primary level is age three. Children two or older, however, are also included in thehstatistics if they are enrolled in programmes that are considered educational by the country concerned. $Primary level of education (ISCED 1)zPrimary education usually begins at age 5, 6, or 7 and lasts for 4 to 6 years (the mode of the OECD countries is 6 years).PProgrammes at the primary level generally require no previous formal education. tThe coverage at the primary level corresponds to ISCED 1, except that an upper threshold is specified as follows: inxcountries where basic education covers the entire compulsory school period (i.e. where there is no systems break betweenzprimary and lower secondary education) and where in such cases basic education lasts for more than 6 years, only the firstJ6 years following pre-primary education are counted as primary education. ,Lower secondary level of education (ISCED 2)oThe core of lower secondary education continues the basic programmes of the primary level but usually in a morexsubject-oriented manner. This usually consists of 2 to 6 years of schooling (the mode of OECD countries is 3 years). Theocommon feature of lower secondary programmes is their entrance requirement, i.e. a minimum of primary educationOcompleted or demonstrable ability to benefit from participation in the program.,Upper secondary level of education (ISCED 3)9This level usually consists of 2 to 5 years of schooling.wAdmission into educational programmes at the upper secondary level requires the completion of the lower secondary levelvof education, or a combination of basic education and vocational experience that demonstrates an ability to handle thesubject matter. zUpper secondary education may either be terminal (i.e. preparing the students for entry directly into working life) and/or>preparatory (i.e. preparing students for tertiary education). 8Post-secondary non-tertiary level of education (ISCED 4)[This level straddles the boundary between upper secondary and post-secondary education from]an international point of view, even though it might clearly be considered upper secondary orXpost-secondary in a national context. Although the content may not be significantly moreZadvanced than upper secondary programs, it serves to broaden the knowledge of participants9who have already gained an upper secondary qualification.+First stage of tertiary education (ISCED 5)]These programs have an educational content more advanced than those offered at Levels 3 or 4.^Entry normally requires the completion of ISCED Levels 3 or 4. Programs must have a cumulativeGtheoretical duration of at least 2 years from the beginning of Level 5.`ISCED 5A programs are largely theory-based and are designed to provide sufficient qualifications[for entry to advanced research programs and professions with high skill requirements. They Ihave a minimum theoretical duration of three years' full-time equivalent.]ISCED 5B programs are typically shorter than those of tertiary-type A and focus on practical,Wtechnical, or occupational skills for direct entry into the labor market, although some[theoretical foundations may be covered. They have a minimum duration of two years full-time!equivalent at the tertiary level.)Advanced Research Qualification (ISCED 6)[This level is reserved for tertiary programs that lead directly to the award of an advancedaresearch qualification, e.g. PhD. The theoretical duration of these programs is 3 years full-timeTin most countries. The programs are devoted to advanced study and original research.3Table 1326. 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