In some countries, an increasing number of young people are neither in employment, nor in education or training (NEET). A high proportion of NEETs is an indicator of a difficult transition between school and work.

Education at a Glance: OECD Indicators is the authoritative source for accurate and relevant information on the state of education around the world. It provides data on the structure, finances, and performance of education systems in more than 40 countries, including OECD members and G20 partners.

Between 2000 and 2011, the number of international students has more than doubled. Today, almost 4.5 million tertiary students are enrolled outside their country of citizenship.

This Education Indicators in Focus No. 15 sets out the changing needs of a more diverse generation of university students.

Education has one of the highest shares of innovative jobs for tertiary graduates of all sectors of the economy in Europe, and a higher proportion than in other public sector areas such as health and public administration.

Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research.

In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic.

Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD Survey of Adult Skills, 39% of adults have achieved a higher level of education than their parents.

Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare.

Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way in which poverty, social inequality and exclusion are transmitted from one generation to another.

In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment opportunities.

In most OECD countries, the large majority of adults had at least an upper secondary qualification in 2013, making the completion of upper secondary education the minimum threshold for successful labour market entry and continued employability or the pursuit of further education.

Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary education.

Graduation rates for bachelor’s and master’s degrees have dramatically increased over the past two decades, with 6 million bachelor’s degrees and 3 million master’s degrees awarded in OECD countries in 2013. Although women represent over half of the graduates at the bachelor’s and master’s level, they are still strikingly under-represented in the fields of sciences and engineering.

The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan.

One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level.

The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector.

OECD countries differ significantly in the way spending on tertiary education is shared between public and private sources of funding, and in the financial support they provide to students.

Early childhood education and care programmes (ECEC) have become more accessible in recent years, with high enrolment rates in both early childhood educational development and preprimary education.

More and more adults are earning a tertiary qualification, but not all tertiary degrees have the same value on the labour market. In general, postgraduate degrees such as master’s and doctoral degrees are associated with higher employment rates and earnings than bachelor’s degrees.

Results from the OECD Programme for International Student Assessment (PISA) show that, among countries with a comparatively high gross domestic product (GDP) per capita, the amount spent on education is less important than how those resources are used.

Since 2009, Education at a Glance (EAG) has included an indicator on education and social outcomes using data from different surveys.

Countries have seen a major increase in the educational attainment level of their populations. In 1965, only 43% of young adults aged 25-34 had attained upper secondary education or higher on average across OECD countries. Fifty years later, upper secondary education had almost doubled with attainment levels reaching 84% in 2015.

Historically across the OECD, the teaching profession has been largely dominated by women. The share of female teachers has been increasing over the past decade – reaching 68% in 2014 for all levels of education combined. The gender disparity decreases gradually with the level of education, from 97% of women in pre-primary education to 43% in tertiary education.

Despite the geographical distances between them, Ibero-American countries share some similarities in their educational attainment rates and private expenditure on educational institutions as a percentage of GDP.

In most countries with available data, public educational institutions charge different tuition fees for national and foreign students enrolled in the same programme. In Australia, Austria, Canada, New Zealand and the United States, foreign students pay on average about twice or more the tuition fees charged to national students.

Local governments are the main contributors to the financing of early childhood education, particularly with regards to core goods and services such as staff salaries and school buildings. Households and other private entities bear a greater share of the cost than in other levels of education, particularly for ancillary services such as meals, school health services and transport.

The combined effects of policy reforms to attract and/or retain teachers, and financial constraints in the context of the economic downturn in 2008 may explain part of the recent trends in teachers’ salaries: decreases in statutory salaries and smaller salary gaps between levels of education.

The transition from school to work can be a difficult period associated with spells of unemployment. Data show that those who leave school early have comparatively low skills and low educational attainment and face the greatest challenges in the labour market compared to their peers who stayed in education longer.

Although girls and boys perform similarly in the PISA science assessment at age 15, girls are less likely than boys to envision a career in science and engineering, even in countries where they outperform them.

Despite the obvious benefits derived from education, governments face difficult trade-offs when balancing the share of public and private contributions to education.

Across OECD countries, more and more individuals have attained tertiary education and the share of those with less education has declined. Although there are more tertiary-educated individuals than ever before, they still achieve good labour market outcomes.

The Regional Growth Core Schönefelder Kreuz and the Technical University of Applied Sciences Wildau in partnership with the OECD Local Economic and Employment Development Programme (LEED) are working on defining and collecting measurable indicators at the regional/ local level that can inform over time of transition to low-carbon economic and industrial activities.

This paper discusses the results of the 2011-2012 OECD LEED study of measuring green growth in the Benelux countries (Belgium, The Netherlands and Luxembourg). The study paid particular attention to the challenges of measuring the transition to a low-carbon economy in cross-border areas as they have additional levels of complexity when it comes to measuring and monitoring their low-carbon transition.

This LEED project aims to to define key indicators of area-based transition to a low-carbon economy. The objective is to define measurable indicators at regional/local level that can inform over time of transition to low-carbon economic and industrial activities.

The OECD is working with Tunisia to develop a system of subnational indicators.

This report describes an OECD seminar that brought together regulatory authorities, industry representatives and other stakeholders to discuss how to measure the uptake, adoption and implementation, as well as the impact, of Integrated Pest Management. Integrated Pest Management, a term used to describe strategies that promote the safer and more sustainable use of pesticides, is high on the agenda in many regions of the world.

This newspaper revealed last week how hackers linked to Russia and Iran were behind 'utterly reprehensible' hits on British institutions.

Thousands of vital coronavirus 'contact tracers' are only now being recruited by the Government - two weeks after the Health Secretary first announced they would be hired.

51-year-old 'dedicated and loving' nurse Onyenachi Obasi died after fighting for her life for five weeks on a ventilator in intensive care. Her niece has set up a fundraising page to pay for her funeral.

2. Anti TB Department Mr. K. S. Sachdeva, DDG, Room No. 243-A/523 'C' Wing, Nirman Bhawan Opposite Party No. 2 New Delhi

3. RITES India Ltd.

MSM Division, RITES Bhawan-II, 4th Floor, Plot No. 144, Sector-44, Gurgaon-122003 Opposite Party No. 3 Haryana CORAM Mr. Ashok Kumar Gupta Chairperson Ms. Sangeeta Verma Member Mr. Bhagwant Singh Bishnoi Member Case No. 02 of 2020 1 Order under Section 26(2) of the Competition Act, 2002

1. The Information in the present case has been filed by Mr. Ambalal V. Patel (hereinafter, the 'Informant') under Section 19(1)(a) of the Competition Act, 2002 (hereinafter, the "Act") against Central Medical Service Society (hereinafter, the 'CMSS/ Opposite Party No. 1 / OP-1'), Anti TB Department (hereinafter, the 'Opposite Party No. 2 / OP-2') and RITES India Ltd (hereinafter, the 'Opposite Party No. 3 / OP-3'), alleging contravention of the provisions of Section 4 of the Act. Hereinafter, OP-1, OP-2 and OP-3 are collectively referred to as 'Opposite Parties / OPs'.

1. Most of the cases have a chequered history. Initially, petitioners have questioned four notifications ­ two notifications dated 21.12.2010 issued by Medical Council of India (for short, ‘the MCI’) and other two notifications dated 31.5.2012, issued by Dental Council of India (for short, ‘the DCI’). The MCI by virtue of Regulations on Graduate Medical Education (Amendment) 2010, (Part II) notified by the Government of India, amended the Regulations on Graduate Medical Education, 1997. Similarly, the other notification issued by MCI called “Post­Graduate Medical Education (Amendment) Regulation, 2010 (Part­II)” to amend the Post Graduate Medical Education Regulations, 2000. The regulations came into force on their publication in the Official Gazette. The other two notifications dated 31.5.2012 issued by DCI were relating to admission in the BDS and MDS courses.

The petitioner has already made representation against the impugned order dated 13.12.2019 (Annexure P-1) to the Vice Chancellor, Shree Guru Gobind Singh Tricentenary University, Gurugram. The worthy Vice Chancellor is directed to decide the representation within a period of two weeks from today, strictly as per the University Statues & Ordinance as well as on the basis of compromise arrived at between the petitioner and the 1 of 2 ::: Downloaded on - 09-05-2020 20:40:51 ::: CWP-7284-2020 -2- complainants.

Petition stands disposed of accordingly.

( RAJIV SHARMA ) JUDGE ( HARINDER SINGH SIDHU ) JUDGE May 08, 2020 ndj Whether speaking/reasoned Yes/No Whether reportable Yes/No 2 of 2 ::: Downloaded on - 09-05-2020 20:40:51 :::

A journalist on an English-speaking Russian radio station made the extraordinary claim earlier this week and by Thursday it was gaining some traction on social media.

This newspaper revealed last week how hackers linked to Russia and Iran were behind 'utterly reprehensible' hits on British institutions.

Thousands of vital coronavirus 'contact tracers' are only now being recruited by the Government - two weeks after the Health Secretary first announced they would be hired.

Since the introduction of the central government's Sarva Shiksha Abhiyan (SSA) programme, enrolment numbers in schools have gone up. But how reliable and meaningful are the enrolment figures? Deepa A uncovers major indications of things having gone wrong in SSA's quest for targets.

Casteism and the state of our civil society were the major issues discussed at the recently held Difficult Dialogues conclave in Goa. It was organised by the South Asia Centre of the London School of Economics India Summit 2016 and the Television Trust for the Environment. Darryl D’Monte, who participated in one of the panel discussions, reports.

A multitude of grassroots movements are emerging across the country in resistance to the mainstream economy and polity. These initiatives are exploring sustainable, equitable and  just paths to human well-being. Ashish Kothari and Pallav Das offer an insight into the need for such movements.

Unlike conventional universities in the state, students of Maharashtra University of Health Sciences (MUHS) will not be promoted to the next level without examinations.