„As many as 40 per cent of new teachers leave the profession within their first five years on the job in Canada, Hong Kong, the UK and the USA.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 76.

„Am höchsten ist der durchschnittliche sozioökonomische Status der Schüler*innen unter den teilnehmenden Ländern und Volkswirtschaften in Norwegen, Dänemark, Kanada, Australien und Island (in absteigender Reihenfolge ihres Mittelwerts auf dem ESCS-Index).“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 121.
In Österreich liegt der durchschnittliche sozioökonomische Status der Schüler*innen nur knapp über dem OECD-Durchschnitt. (Quelle: OECD, PISA-2022-Datenbank, Table I.B1.4.2.)

„While most 15-year-old students reported participating in early childhood and education care (ECEC), differences in participation exist. Disadvantaged students are particularly falling behind, despite research showing that these groups benefit from ECEC the most. […] Canada is the only country with available data where disadvantaged migrant boys participated in ECEC similarly to their native peers. In all the other countries with available data, students with an immigrant background participated in ECEC at a lower rate compared to their peers.“
Samo Varsik u. a., Intersectionality in education: Rationale and practices to address the needs of students’ intersecting identities (2023), S. 31.

„In Australien, Irland, Kanada und Neuseeland beträgt der Anteil der internationalen Bildungsteilnehmer mindestens 15 % der in Masterbildungsgängen eingeschriebenen Bildungsteilnehmer, obwohl ausländische Bildungsteilnehmer mit die höchsten Bildungsgebühren in den OECD-Ländern zahlen.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 373.

„The retention of international students varies greatly across OECD countries. Five years after initial admission to the country, more than 60 % of international students who obtained a permit for study reasons in 2015 were still present in Canada and Germany, around half in Australia, Estonia and New Zealand, and around two in five in France and Japan.“
OECD (Hrsg.), International Migration Outlook 2022 (2022), S. 180.
Österreich gehört zu den OECD-Staaten, denen es am wenigsten gelingt, international Studierende nach Abschluss ihres Studiums im Land zu halten. (Quelle: ibidem, Fig. 7.1.)

Australien: „Being an immigrant has a uniformly positive effect on mathematics, reading, and science performance […] This 'immigrant advantage' is likely due to two interrelated factors. First, Australia’s skills-based immigration policy prioritises immigrants with high levels of educational attainment and occupational status. Second, many immigrants, especially those who voluntarily migrate to multicultural immigrant countries such as New Zealand, the US, Canada and Australia, possess attributes and aspirations that promote school success.“
Univ.-Prof. Dr. Laura B. Perry u. a., Does school SES matter less for high‑performing students than for their lower‑performing peers?. In: Large-scale Assessments in Education (2022) 10:17, S. 11.

„In Australien, Irland, Kanada, Neuseeland und den Vereinigten Staaten erheben öffentliche Bildungseinrichtungen bei Bachelorbildungsgängen von ausländischen Bildungsteilnehmern (im Fall von Irland Nicht-EU-/EWR-Bildungsteilnehmer) im Durchschnitt jährlich über 14.500 US-Dollar mehr als von inländischen Bildungsteilnehmern.“
OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), S. 335.

„While Alberta (Canada), Chile, Iceland, New Zealand and Sweden employ more than two pedagogical support staff for every ten teachers, there is less than one pedagogical support staff position for every twenty teachers in Austria, Belgium, Colombia and Italy. In a number of school systems, the presence of pedagogical support staff has increased significantly over recent years, notably in the Czech Republic, Denmark, Finland, Sweden, and the Slovak Republic.“
Luka Boeskens, MSC, u. a., Not enough hours in the Day: Policies that shape teachers‘ use of time (2021), S. 71.

„Austria performs at close to the average in numeracy at age 15 but considerably above the average by age 18-20. By contrast, some countries, e.g., Canada and (in literacy) Ireland, do relatively well in PISA at age 15 whilst this does not translate into similar performance in post-upper secondary skills outcomes. England performs at the average in literacy and numeracy at age 15 but some way below the average by age 18-20.“
Andy Green u. a., The Effects of System Type and System Characteristics on Skills Acquisition in Upper Secondary Education and Training (2021), S. 36.

„In Australia, Canada and New Zealand, which have disproportionately large shares of high-educated immigrants, native-born students with foreign-born parents have higher educational outcomes than their peers with native-born parents.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 9.

„The concentration of disadvantaged youth with immigrant parents in schools is a particular challenge in European OECD countries, where significant shares of the immigrant population lack basic qualifications. […] By contrast, in Australia and Canada, where immigrants are overrepresented among the highly educated, children – whether with immigrant or native-born parents – perform better when they find themselves in a school with many children of immigrants.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 36.

„PISA 2018 […] asked students how many pages was the longest piece of text they had to read for their language test lessons (i.e. the language they took the test in) during the last academic year. […] In Canada, Denmark, Finland, and the United Kingdom more than 70 % of students reported that the longest piece of text they had to read for school was 101 pages or more.“
OECD (Hrsg.), 21st-Century Readers (2021), S. 124.
In Österreich waren es hingegen nur 43 %. (Quelle: ibidem, Fig. 6.5.)

„In Italien, Kanada, Spanien und den Vereinigten Staaten waren die Bildungsgebühren im Berichtsjahr fur Bildungsgänge 2016/2017 (in Kanada und Italien 2017/2018) zwischen 25 und 46 % höher als 2007/2008, der größte Anstieg wurde in England (Vereinigtes Königreich) verzeichnet, wo sich die Bildungsgebühren in diesem Zeitraum verdreifachten.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 399.

„The contributions that international students make to Canada's economy are continuing to grow. In line with an increasing number of international students, overall spending increased by 77.0 % from 2015 and 2018 from $ 12.6 billion to $ 22.3 billion.“
Canmac Economics (Hrsg.), Economic Impact of International Education in Canada 2017-2018 (2020), S. 41.

„On average across the OECD countries and economies that participate in TALIS, only 26 % of teachers 'agree' or 'strongly agree' that their profession is valued in society. […] The systems where a majority of teachers (at least 50 %) consider that the teaching profession is valued in society are Viet Nam (92 %), Singapore (72 %), the United Arab Emirates (72 %), Korea (67 %), Kazakhstan (63 %), Alberta (Canada) (63 %), South Africa (61 %), Shanghai (China) (60 %), Finland (58 %) and Saudi Arabia (52 %).“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 77.
In Österreich sind es nur 16 %. (Quelle: OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), Table II.2.1.)

„In Japan, Kanada, der Republik Korea und der Russischen Föderation liegt der Anteil 25- bis 34-Jähriger mit einem Abschluss im Tertiärbereich bei mindestens 60 %.“
OECD (Hrsg.), „Bildung auf einen Blick 2019“ (2019), S. 51
Österreich: 40 %. (Quelle, ibidem, Tabelle A1.2.)

„In diesen 3 Ländern verlangen öffentliche Bildungseinrichtungen von ausländischen Bildungsteilnehmern im Durchschnitt 13.900 US-Dollar mehr pro Jahr als von inländischen.“
OECD (Hrsg.), „Bildung auf einen Blick 2019“ (2019), S. 365

„In manchen Ländern kann es […] erhebliche Unterschiede bei den Bildungsgebühren für inländische und ausländische Bildungsteilnehmer geben. So erheben öffentliche Bildungseinrichtungen in Australien, Kanada und den Vereinigten Staaten beispielsweise für Bildungsgänge auf Bachelorniveau 13.900 US-Dollar mehr pro Jahr von ausländischen als von inländischen Bildungsteilnehmern. […] In Schweden werden von inländischen und EU-Bildungsteilnehmern keine Bildungsgebühren erhoben, wohingegen Bildungsteilnehmer von außerhalb der EU für einen Bildungsgang auf Bachelorniveau mehr als 14.500 US-Dollar bezahlen müssen.“
OECD (Hrsg.), Bildung auf einen Blick 2019 (2019), S. 369.

„Der mittlere sozioökonomische berufliche Status (HISEI) liegt in Deutschland mit 51.8 Punkten in der Nähe des OECD-Durchschnitts von 52.4 Punkten. […] Besonders hoch und signifikant über dem OECD-Mittelwert liegt der mittlere sozioökonomische berufliche Status in den skandinavischen Staaten (Norwegen, Island, Dänemark, Schweden und Finnland) sowie in Israel. Der mittlere HISEI Norwegens stellt mit 61.6 Punkten den höchsten der OECD-Staaten dar. Ebenfalls sehr hohe Mittelwerte finden sich im Vereinigten Königreich, in Kanada, Neuseeland und Australien. In 13 OECD-Staaten liegt der mittlere sozioökonomische berufliche Status signifikant unter dem OECD-Durchschnitt, beispielsweise in Tschechien, in der Slowakei, in Chile, Kolumbien und Mexiko.“
Univ.-Prof. Dr. Kristina Reiss u.a., PISA 2018. Grundbildung im internationalen Vergleich (2019), S. 136.
Österreich gehört mit nur 50,8 Punkten zu den 13 OECD-Staaten, die sich signifikant unter dem OECD-Durchschnitt befinden. (Quelle: ibidem, Abbildung 6.1.)

„Chinese families migrating to Australia, New Zealand, Canada, and the USA do so (in part) to access the educational opportunities provided by these nations. These families are, then, highly educationally engaged and positively oriented to schooling and schools and this may positively impact their children’s academic success.“
EU-Kommission (Hrsg.), Against the Odds – Academically resilient students with a migrant background and how they succeed (2019), S. 38.

„In Canada, the proportion of NEET individuals aged 20–24 has increased over the past decade, approaching 15 per cent in 2016 (up from 13 per cent in 2006).“
ILO (Hrsg.), „World Employment and Social Outlook: Trends 2019“ (2019), S. 37

„Teachers leaving the profession during the first five years have reached a proportion of close to 40 % in many countries and jurisdictions including in Canada, Hong Kong, the United Kingdom and the United States.“
OECD (Hrsg.), „A Flying Start“ (2019), S. 51

„Tuition fees exceed USD 10 000 in England (United Kingdom), where the majority of students enrol in government-dependent private institutions. […] In Canada, where annual average tuition fees in public institutions are around USD 5 300, tuition fees range from USD 2 250 to USD 7 000. […] In the United States (average fees of USD 8 800), tuition fees range from USD 6 700 to USD 10 750.“
OECD (Hrsg.), Education at a Glance 2019 (2019), S. 316.

„The most attractive OECD countries for highly qualified workers are Australia, Sweden, Switzerland, New Zealand and Canada, which offer favourable labour market conditions and an excellent skills environment for highly skilled workers in general.“
OECD (Hrsg.), „How do OECD countries compare in their attractiveness for talented migrants?“ (2019), S. 1

„60% of Canada’s foreign-born population are highly educated, the highest percentage OECD-wide.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 13.

„About six in ten international students in Canada intend to stay in the country following graduation and an estimation of student stay rates suggests that about this number manage to do so initially.“
OECD (Hrsg.), „Recruiting Immigrant Workers: Canada 2019“ (2019), S. 25

Kanada: „Linked with the overall high education levels of their parents, immigrant offspring in Canada tend to have better outcomes at school and similar outcomes in the labour market compared with their peers with no migrant background – in stark contrast to most other OECD and EU countries.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 32.

Kanada: „In literacy scores, native-born children of immigrants not only outperform their peers with native-born parents but have the highest mean PISA reading scores among 15-year-old pupils OECD-wide.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 32.

„As a result of several decades of attracting skilled migrants and a large share of economic immigrants relative to other groups, Canada’s foreign-born population is the highest educated in the OECD. A full 60 % of the foreign-born are tertiary educated, which also impacts on good overall integration outcomes.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 33.

„A recent OECD study on indicators of talent attractiveness places Canada in fifth position – after Australia, Sweden, Switzerland and New Zealand – among OECD countries for its overall attractiveness to workers with masters/doctoral degrees.“
OECD (Hrsg.), Recruiting Immigrant Workers: Canada 2019 (2019), S. 153.

„There are considerable differences in the presence of different types of staff across school systems. There are more than two pedagogical support staff per ten teachers in Alberta (Canada), Chile, Iceland, New Zealand and Sweden, but there is less than one pedagogical support staff position for every twenty teachers in Austria, Belgium, Colombia and Italy.“
OECD (Hrsg.), Working and Learning Together (2019), S. 41.

„In Australia 57 % of foreign-born adults (aged 25-64) have a tertiary degree, compared to 36 % of native-born adults, a difference of about 20 percentage points. In Canada, Ireland, Israel, Luxembourg, New Zealand and Portugal the share of tertiary-educated foreign-born adults also exceeds that of native-born adults by 10 percentage points. In Australia, Canada and New Zealand the reasons for this outcome include selective migration policies designed to attract highly educated and skilled migrants.“
OECD (Hrsg.), Education Indicators in Focus 65 (Dezember 2018), S. 2.

„In Australien, Irland, Israel, Kanada und Polen […] ist der prozentuale Anteil der Absolventen des Tertiärbereichs bei den im Ausland geborenen Erwachsenen mit über 50 Prozent am höchsten.“

OECD (Hrsg.), „Bildung auf einen Blick 2018, OECD-Indikatoren“ (2018), S. 53

„Die Gebührenunterschiede für ausländische Bildungsteilnehmer an öffentlichen Bildungseinrichtungen betragen in Australien, Kanada, Neuseeland und Schweden im Durchschnitt mehr als 7.500 US-Dollar pro Jahr.“

OECD (Hrsg.), „Bildung auf einen Blick 2018, OECD-Indikatoren“ (2018), S. 375

„Austria, France, Germany and the Netherlands share the experience of large-scale low-educated immigration, the so-called 'guest workers', in the post-World War II economic boom period. The native-born children of these immigrants generally had relatively lower starting conditions in terms of socio-economic characteristics compared to their peers with native-born parents. In contrast, immigration to Canada has been largely high-educated, although not all immigrant groups have the same background, and intergenerational mobility patterns vary across groups.“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 9

„In Canada, the educational attainment of the children of immigrants exceeds that of same-aged children of native-born parents.“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 10

„There are […] important differences between destination countries, with Canada, Sweden and the United Kingdom being particularly likely to have 'positively selected' immigrants.“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 151

„On average, in both the United States and Canada the educational attainment of the children of immigrants is equal to or exceeds that of same-aged children of native-born parents.“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 170

„In Canada, 67 % of foreign-born adults (25-64 year-olds) had a tertiary education in 2017, 26 % had upper secondary or post-secondary non-tertiary education and 8 % had not completed upper secondary.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Canada“ (2018), S. 2

„Australia attracts many international students who pay much higher tuition fees than nationals and contribute to the high levels of private expenditure. Australian public institutions charge international students over USD 7 000 more per year than national students. In fact, international students’ tuition fees are more than three times higher than national students for a bachelor’s programme and nearly double for a master’s. Among countries with available data, only public tertiary educational institutions in Canada, New Zealand and the United States charge higher fees to international students than Australia.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Australia“ (2018), S. 4

„In 2016, Canada attracted about 189 000 international tertiary students, representing 12 % of all the students in tertiary education in Canada. […] In many countries, international students pay higher tuition fees than those paid by nationals. The difference is particularly striking in Canada where international students pay three times more than nationals. However, the large number of students coming to Canada to study seems to indicate that these high tuition fees are not preventing international students from enrolling.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Canada“ (2018), S. 3f

„In Australia, Canada and Greece […], and also in the Czech Republic, Ireland, the Netherlands and the United States, inequity grows significantly during adolescence.“
OECD (Hrsg.), „Equity in Education“ (2018), S. 39

„In Australia, Canada, England, the Netherlands and Norway, inequity increases significantly during early adulthood (as measured by the Survey of Adult Skills among 25-29 year-olds)“
OECD (Hrsg.), „Equity in Education“ (2018), S. 39

„In Canada, the magnitude of the socio-economic gap in mathematics achievement at age 10 (as measured by the Trends in International Mathematics and Science Study [TIMSS]) is about 43 % as large as the gap observed among 15 year-olds (as measured by PISA), and about 32 % as large as the gap in numeracy proficiency among 25-29 year-olds (as measured by the Survey of Adult Skills [PIAAC].“
OECD (Hrsg.), „Equity in Education: Breaking Down Barriers to Social Mobility. Country Note Canada“ (2018), S. 2
In Österreich geht die sozioökonomisch bedingte Leistungsschere in erster Linie im ersten Lebensjahrzehnt auf: mit 10 sind schon über 77 % der sozioökonomisch bedingten Leistungsdifferenz mit 15 und über 66 % der mit 25-29 gegeben.

„The cost of studying in Australia is high, in comparison with the other main OECD destinations of international students. The minimum cost, EUR 22 000, is the highest of all OECD countries. The total annual cost of studies (including tuition fees and living expenses) can be as high as EUR 40 000, which places Australia close to Canada and Ireland, and somewhat above New Zealand and below the United Kingdom.“

OECD (Hrsg.), „Recruiting Immigrant Workers: Australia 2018“ (2018), S. 195

„Regions attracting the highest share of highly educated migrants are mostly located in Canada, Australia, Northern Europe and Switzerland. […] In the United Kingdom, Ireland, Norway and Sweden, most regions display larger shares of highly-educated among the foreign-born than among the nativeborn population. In all regions of Australia and most regions of Canada, the share of foreign-born with tertiary education is higher than that of natives by at least 10 percentage points.“

OECD (Hrsg.), „Regions and Cities at a Glance 2018“ (2018), S. 84

„Half of all international students move to five English‑speaking countries: Australia, Canada, New Zealand, the United Kingdom and the United States. Over 15 % of students in Australia, New Zealand and the United Kingdom are international, and for international doctoral candidates, the share is over 30 %.“

UNESCO (Hrsg.), „Global Education Monitoring Report 2019“ (2018), S. 97

„In 2016, international students brought an estimated US$ 39.4 billion into the US economy – largely in living expenses and tuition – making international education one of the top export industries. Other countries also see a large economic benefit, including Australia (US$ 24.7 billion), Canada (US $15.5 billion) and the United Kingdom (US $31.9 billion).“

UNESCO (Hrsg.), „Global Education Monitoring Report 2019“ (2018), S. 98

„The United States leads in hosting the largest number of mobile students worldwide (hosting about 907,300 or 19 % of the global total), followed by the United Kingdom (430,700, or 9.2 %), Australia (294,500, or 6.3 %), France (239,400, or 5.1 %), Germany (228,800, or 4.9 %), Russian Federation (226,400, or 4.8 %), Canada (171,600, or 3.7 %), Japan (132,000, or 2.8 %), China (123,100, or 2.6 %) and Italy (90,400, or 1.9 %).“

UNESCO (Hrsg.), „Skills and Innovation in G20 Countries“ (2018), S. 14

In Österreich sind es 26,3 % (Quelle: Statistik Austria (Hrsg.), „Bildung in Zahlen 2016/17. Tabellenband“ (2018), S. 323), Österreich wäre also mit Abstand an der Spitze der G20-Staaten.

„Four Anglo-Saxon destinations – Australia, Canada, the United Kingdom, and the United States – are home to almost two-thirds of all high-skilled migrants.“

World Bank Group (Hrsg.), „Moving for Prosperity“ (2018), S. 31

„Schon bei PISA 2006 lag aufgrund dieser Einwanderungspolitik der Migrantennachwuchs in Deutschland und Österreich tiefer unter den Leistungen der Alteingesessenen als in den übrigen untersuchten 56 Ländern. Kanada dagegen wurde beim selben Test zum ersten Land, in dem Migrantenkinder die einheimischen schulisch übertrafen.“

Univ.-Prof. Dr. Gunnar Heinsohn. In: ÖIF (Hrsg.), „Perspektiven Integration - Parallelgesellschaften“ (2017), S. 35

„Der ‚Immigration and Refugee Protection Act‘ (IRPA) von 2002 fordert von Neuankömmlingen grundsätzlich Überqualifizierung, weil man von oben nach unten – von Pilot auf Taxifahrer – lernen kann, aber nicht umgekehrt.“

Univ.-Prof. Dr. Gunnar Heinsohn. In: ÖIF (Hrsg.), „Perspektiven Integration - Parallelgesellschaften“ (2017), S. 35

„In Australien, Kanada, Neuseeland und den Vereinigten Staaten bezahlen ausländische Bildungsteilnehmer im Durchschnitt mehr als 10.000 US-Dollar mehr pro Jahr als inländische Bildungsteilnehmer. In Polen und Schweden ist der Besuch des Tertiärbereichs an öffentlichen Bildungseinrichtungen für inländische Bildungsteilnehmer kostenlos, während Bildungsteilnehmer aus Ländern außerhalb der EU mehr als 4.500 US-Dollar für einen Bachelorbildungsgang zahlen müssen.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 265

„In vielen Ländern zahlen internationale Bildungsteilnehmer im Tertiärbereich höhere Bildungsgebühren als inländische Bildungsteilnehmer. Die Differenz ist in Australien und Kanada besonders groß. Hier bezahlen internationale Bildungsteilnehmer im Tertiärbereich dreimal so viel wie inländische Bildungsteilnehmer, ebenso in Schweden, wo internationale Bildungsteilnehmer jährlich zwischen 9.000 US-Dollar (öffentliche Einrichtungen) und 10.400 US-Dollar (private Einrichtungen) bezahlen, während sich inländische Bildungsteilnehmer kostenlos einschreiben konnen.“

OECD (Hrsg.), „Bildung auf einen Blick 2017“ (2017), S. 368

„The children of Canadian immigrants from some source regions, Asia, Africa and China in particular, attend university at extraordinarily high rates. […] Overall, university participation rates are 57 % for first-generation immigrants and 54 % for second-generation immigrants, compared to 38 % for the nonimmigrant population. This result is perhaps not surprising given the increased emphasis that Canadian immigration policy has placed on attracting highly educated immigrants.“

Dr. Stephen Childs u. a., „Why Do So Many Children of Immigrants Attend University? Evidence for Canada“. In: „Int. Migration & Integration“ (2017), S. 1f

Kanada: „By the age of 21, over 98 % of first-generation Chinese had attended some form of PSE (Anm.: post-secondary education), with 88 % having attended at least some university.“

Dr. Stephen Childs u. a., „Why Do So Many Children of Immigrants Attend University? Evidence for Canada“. In: „Int. Migration & Integration“ (2017), S. 2

„Teaching is a profession that is well respected by the Canadian public. A 2013 survey conducted by the Alberta Teachers association found that 9 in 10 teachers agreed that they are very committed to teaching as a profession and that in public they are proud to say that they are teachers.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 31

„In Ontario, initiatives after 2003 have substantially improved the status and attractiveness of teaching because an era of teaching bashing and disinvestment in public education was replaced by a supportive approach from the provincial government.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 53

Ontario: „Induction programs are particularly well developed, with all new teachers in Ontario working with trained mentors as part of the 2-year New Teacher Induction Program. Mentors and mentees receive shared release time for collaborative planning, classroom observation, or assessment of student work designed to enhance teachers‘ practice, efficacy, and support their commitment to continuous professional learning.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 31

„Kanada sucht sich seine Migranten gezielt nach Qualifikation und Sprachkenntnissen aus. Kaum jemand hat je zur Kenntnis genommen, dass Finnland in den Leistungen zu den Ländern gehört, die den größten Abstand zwischen Einheimischen und den Migrantenkindern überhaupt aufweisen.“

Univ.-Prof. Dr. Hartmut Esser, Frankfurter Allgemeine Zeitung online am 24. Oktober 2016

„In Canada, Israel, Korea, Luxemburg and the Russian Federation, more than half of the variation in mean performance is explained by parents’ levels of education.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 79

„In den skandinavischen Staaten Finnland, Schweden oder Norwegen sowie der Schweiz oder Kanada liegt der sozioökonomische Status signifikant über dem OECD-Mittelwert.“

Univ.-Prof. Dr. Kristina Reiss u. a., „PISA 2015. Eine Studie zwischen Kontinuität und Innovation“ (2016), S. 291f

„Auffallend hohe Quoten von Schulleitungen, die das Lernen und Schulklima an ihrer Schule durch Absentismus gefährdet sehen, finden sich in Finnland (44 Prozent), Österreich (49 Prozent), Slowenien (53 Prozent) und Kanada (56 Prozent).“

Univ.-Prof. Dr. Kristina Reiss u. a., „PISA 2015. Eine Studie zwischen Kontinuität und Innovation“ (2016), S. 210

Kanada: „The proportion of well-qualified migrants has continued increasing in 2014, with more than half (52 %) of permanent residents between 25 and 64 years of age having completed post-secondary studies with a bachelor’s or master’s degree or a doctorate.“

OECD (Hrsg.), „International Migration Outlook 2016“ (2016), S. 246

„In Canada, Chile, Denmark and Hong Kong (China), 15-year-olds spend five hours per week in language-of-instruction classes, while students in Austria, Finland and Russia spend less than 2 hours and 30 minutes per week in these classes.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 43

„In Australia, Canada, Hong Kong (China), Ireland, Israel, Malta, New Zealand, Singapore, Thailand, the United Kingdom, the United States and Viet Nam, at least three in four students receive instruction in at least one subject in an ability-grouped class.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 176

„In 2013, expenditure on primary to tertiary educational institutions relative to GDP reached 6 % or more in Canada, Colombia, Costa Rica, Denmark, New Zealand, Norway, Portugal, the United Kingdom and the United States.“

OECD (Hrsg.), „Education at a Glance 2016“ (2016), S. 200

„A number of European countries tend to receive more immigrants with lower education and a fluctuating inflow of migrants, while Australia, Canada, New Zealand and the United States have more well-educated immigrants and a stable inflow.“

OECD (Hrsg.), „Education at a Glance 2016“ (2016), S. 75

„Close to half of the migrants arriving in Canada, France and the United Kingdom arrive from a country sharing one of the main official languages.“
OECD (Hrsg.), „Working Together: Skills and Labour Market Integration of Immigrants and their Children in Sweden“ (2016), S. 106

„The European Union attracted proportionally fewer well educated Chinese migrants than other OECD destinations – 16.9 % of all Chinese migrants, compared with 42.5 % in the United States and 40 % in Australia and Canada.“
OECD (Hrsg.), „Recruiting Immigrant Workers – Europe“ (2016), S. 87

„Experience from Canada and Switzerland shows that utilising immigrants’ full skills is a challenge, but that well-developed apprenticeship schemes help integration of low-skilled immigrants and their children.“
OECD (Hrsg.), „OECD Economic Surveys – Finland“ (2016), S. 38

„The Netherlands is in the 7th position among OECD countries behind Switzerland, the United Kingdom, the United States, Luxembourg, Ireland and Canada in terms of attracting talent. Likewise, the country appears to be in a good position to retain talent. It ranks 6th among OECD countries, behind Switzerland, the United States, Norway, Finland and the United Kingdom.“

OECD (Hrsg.), „Recruiting Immigrant Workers – The Netherlands 2016“ (2016), S. 196

„Anticipating that they will encounter harsher restrictions when attempting to enter Canada, New Zealand and Australia, low-educated individuals intending to move abroad mention as their desired destination countries that impose less restrictions on low-skilled migration.“

Dr. Flore Gubert u.a., „Is the European Union attractive for potential migrants?“ (2016), S. 27

„Filipino migrants in Europe are less educated (33.8 % are low-educated and 32.1 % are high-educated) than in the United States and Canada (where low-educated migrants respectively account for 9.8 % and 8.2 % of the stock and high-educated ones account for 54.1 % and 65.9 %).“

Dr. Anda David u. a., „A descriptive analysis of immigration to and emigration from the EU: Where does the EU stand within OECD?“ (2016), S. 27

„Internationally, countries with the highest rates of course-by-course tracking are Anglophone countries (Australia, Canada, New Zealand, the United Kingdom and the United States) …“

OECD (Hrsg.), „Equations and Inequalities“ (2016), S. 96

„England ranks equal fourth amongst countries and regions in numeracy inequality. Only France, English-speaking Canada and the USA are significantly more unequal in numeracy.“

Univ.-Prof. Dr. Andy Green u. a., „Why are Literacy and Numeracy Skills in England so Unequal?“ (2015), S. 9

„Across OECD countries, the concentration of immigrants in ‚enclave schools‘ is particularly high in Canada, Greece and Italy.“
Dr. Andreas Schleicher, PISA-Koordinator der OECD, in OECD (Hrsg.), „Immigrant Students at School“ (2015), S. 7

Kanada: „After a period of decreased spending in education relative to GDP between 1995 (6.7 %) and 2000 (5.9 %), in 2010 Canada returned to a level of spending similar to 1995 (6.8 %).“

OECD (Hrsg.), „Education Policy Outlook. Canada“ (2015), S. 16

Kanada: „About 42.6 % of expenditure for tertiary education in 2010 comes from private sources (compared to the OECD average of 30.8 %), including 20 % from household expenditures (such as tuition fees).“

OECD (Hrsg.), „Education Policy Outlook. Canada“ (2015), S. 16

Zum Vergleich: In Österreich stammten im Jahr 2010 nur 12,2 % der Ausgaben für das tertiäre Bildungswesen aus „private sources“ und nur 2,6 % aus „household expenditures“. (Quelle: OECD (Hrsg.), „Education at a Glance 2013“ (2013), Table B3.2b)

„Immigrant students tend to perform at high levels in countries with very selective immigration policies.“
OECD (Hrsg.), „Immigrant Students at School“ (2015), S. 30

„In some OECD countries, including Canada, France, Italy, Ireland, Poland, Spain, the United Kingdom and the United States, large proportions of young adults who have upper secondary qualifications also perform (Anm.: bei PIAAC) below Level 2 in numeracy.“

OECD (Hrsg.), „OECD Skills Outlook 2015“ (2015), S. 38

Italiens, Irlands, Spaniens und Englands unter 30-jährige AkademikerInnen haben, wie die OECD bestätigt, eine geringere Mathematikkompetenz als Österreichs unter 30-Jährige, deren höchster Bildungsabschluss die Sekundarstufe II ist (ibidem, S. 35)

„Bereits seit rund fünfzig Jahren steuert Kanada seine Zuwanderung über ein Punktesystem, bei dem etwa Sprachkenntnisse und Bildungsniveau bewertet werden.“

ÖIF (Hrsg.), „Zusammen:Österreich“ (Frühjahr 2014), S. 27

„Differences are particularly sharp in Canada where 58 % of foreign-born have higher education versus only 11 % with low education, in Estonia (44 versus 8 %), the United Kingdom (48 % versus 19 %) and Poland (46 % versus 13 %).“

Sara Bonfanti u. a., „Migrants’ skills: Use, mismatch and labour market outcomes“ in OECD (Hrsg.), „Matching Economic Migration with Labour Market Needs“ (2014), S. 254

„More than half of the immigrants in Canada are highly educated.“

Cansin Arslan u.a., „A New Profile of Migrants in the Aftermath of the Recent Economic Crisis“ (2014), S. 15

„For Iceland, Alberta (Canada) and England (United Kingdom), support personnel is provided for every four teachers.“

OECD (Hrsg.), „TALIS 2013 Results“ (2014), S. 46

„Immigrant selection is clearly central to the outcomes of both first and second generation immigrants. […] Governments are sometimes thought to take 'high' (e.g. Australia and Canada) or 'low' (e.g. Germany) skills routes in immigrant selection, or to emphasize family reunification (e.g. United States) over skill selection. […] Canada’s increasingly high skills route is predicted to increase second-generation educational outcomes appreciably (by about 1.5 years).“

Prof. Dr. Arthur Sweetman u. a., „Immigration: What About the Children and Grandchildren?“ (2014), S. 13

„The traditional immigrant receiving countries and the United Kingdom tend to have smaller or even negative gaps […] It seems plausible that those countries with an established tradition of immigration and/or a strong English speaking presence have immigrant children with higher performance, although establishing a high, in contrast to a low, skills national immigration policy – exemplified by Australia, Canada and New Zealand’s point systems – also likely plays a role.“

Prof. Dr. Arthur Sweetman u. a., „Immigration: What About the Children and Grandchildren?“ (2014), S. 16

Kanada: „Im Undergraduate Bereich betrugen die Gebühren für kanadische Studierende im Studienjahr 2009/10 im Durchschnitt 4.942 kanadische Dollar (CAD), für internationale Studierende 15.943 CAD und im Graduate Bereich 4.860 CAD für kanadische und 11.678 CAD für internationale Studierende.“

Prognos (Hrsg.), „Studentische Mobilität und ihre finanziellen Effekte auf das Gastland“ (2013), S. 9

Kanada: „The number of tutoring businesses in major cities grew between 200 % and 500 % during the 1990s.“

Univ.-Prof. Dr. Mark Bray, „Shadow Education: Comparative Perspectives on the Expansion and Implications of Private Supplementary Tutoring“ in „Procedia - Social and Behavioral Sciences“ 77 (2013) S. 414

„In British Columbia lernen Neueinsteiger in eigenen Kursen stufenweise Englisch. Je besser sie werden, desto mehr andere Fächer kommen hinzu.“

ÖIF (Hrsg.), „Zusammen: Österreich“ (Herbst 2012), S. 10

„In Australia and Canada, the children of immigrants perform better than the children of native-born parents in reading tests, while there are no significant differences in the other Anglo-Saxon countries.“

Univ.-Prof. Dr. Christian Dustmann u. a., „Educational achievement of second-generation immigrants: an international comparison“ in „Economic Policy“ vom Jänner 2012, S. 164

„British Columbia provides a systematic, rigorous language education for its immigrant students starting from the pre-primary grades. As part of the kindergarten curriculum, children with limited proficiency in English (L2) receive five to eight hours per week of L2 language support.“

Esther Yoona Cho, „Migrants, language and education: An international perspective“. In: OECD (Hrsg.), „Languages in a Global World“ (2012), S. 341

„Canada, Ireland, Israel, Luxembourg and the United Kingdom, are the five OECD countries with the highest share of tertiary graduates among immigrants.“

OECD (Hrsg.), „Settling In - OECD Indicators of Immigrant Integration 2012“ (2012), S. 22

„Canada, like Australia and New Zealand, has a highly managed immigration system that focuses on highly educated/skilled immigrants, particularly since the 1980s. Immigrants have, on average, educational attainment levels above that of the Canadian-born.“

Garnett Picot, „Immigrant Status and Secondary School Performance as Determinants of Post-Secondary Participation“ (2012), S. 8

„In Canada, the parents of 1st and 2nd generation students are more highly educated than those of the 3rd-and-higher generation (Anm.: üblicherweise als „native“ bzw. „Menschen ohne Migrationshintergrund“ bezeichnet).“

Garnett Picot, „Immigrant Status and Secondary School Performance as Determinants of Post-Secondary Participation: A Comparison of Canada and Switzerland“ (2012), S. 8

„In Australia, Canada and the UK, the share of the foreign-born population with high education exceeds the share of the native-born population with high education by 5.5 percentage points, 7.3 percentage points and 16.1 percentage points, respectively.“

Univ.-Prof. Dr. Christian Dustmann u.a., „Migration and Education“ (2011), S. 9

„Canada, for instance, has a highly restrictive immigration policy and admits immigrants based on a system assigning points to such characteristics as level of education and English language proficiency. Immigrants are only admitted if they reach a specified number of points.“

Aileen Edele u.a., „PISA’s Potential for Analyses of Immigrant Students’ Educational Success“. In: Pereyra u.a. (Hrsg.), „PISA Under Examination“ (2011), S. 191

„Immigration policies differ considerably between countries. Traditional immigration countries, such as Canada or Australia, base immigration decisions on indicators of qualifications immigrants will bring to the labour market.“

Aileen Edele u.a., „PISA’s Potential for Analyses of Immigrant Students’ Educational Success“. In: Pereyra u.a. (Hrsg.), „PISA Under Examination“ (2011), S. 191

„Students in Canada are grouped by ability in ways that are very similar to the United States’ system. Elementary school-aged children are often placed in ability groups within heterogeneous classrooms. Students in secondary schools are placed into tracks or streams, based on perceived ability levels.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 67

Kanada: „Because the majority of immigrants are selected on the basis of their ability to contribute economically, many immigrant children have highly-educated parents.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education – Lessons from PISA fort he United States“ (2011), S. 71

„The US and Canada, where skill-related earning differences are relatively large, receive 51.4 % of the OECD's immigrants, but 65.5 % of its immigrants with tertiary schooling. Europe, where skill-related earning differences are relatively small, receives 38.4 % of the OECD's immigrants, but only 23.6 % of its tertiaryschooled immigrants.“

Univ.-Prof. Dr. Jeffrey Grogger u. a., „Income maximization and the selection and sorting of international migrants“ in „Journal of Development Economics“ 95 (2011), S. 42

„North America receives disproportionately high-skilled migrants, whereas Europe's immigrants are disproportionately low-skilled.“

Univ.-Prof. Dr. Jeffrey Grogger u. a., „Income maximization and the selection and sorting of international migrants“ in „Journal of Development Economics“ 95 (2011), S. 48

„Students in Canada are grouped by ability in ways that are very similar to the United States’ system.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education – Lessons from PISA for the United States“ (2011), S. 67

„Comparative PISA data on the leisure reading habits of Canadian students suggest that Canadian students are more likely than any other children in the world to read daily for pleasure.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education – Lessons from PISA fort he United States“ (2011), S. 68

Kanada: „Because the majority of immigrants are selected on the basis of their ability to contribute economically, many immigrant children have highly-educated parents.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education – Lessons from PISA for the United States“ (2011), S. 71

„Not only in Korea but also in countries such as France, Canada, and Singapore, tutoring has moved beyond being just a shadow of the regular system to become a system in its own right which offers additional learning opportunities.“

Univ.-Prof. Dr. Mark Bray, „Researching shadow education: methodological challenges and directions“. In: „Asia Pacific Education Review“ (2010), 11, S. 10f

„Data from PISA show that parents of foreign-born students in Australia, Canada and New Zealand have similar (or even higher) levels of educational attainment compared to parents of native students.“

Univ.-Prof. Dr. Jaap Dronkers, „Quality and Inequality of Education: Cross-National Perspectives“ (2010), S. 115

Kanada: „Educational levels among second-generation children with Chinese, Indian and African backgrounds are much above those of the third-plus generation.“

OECD (Hrsg.), „Equal Opportunities? The Labour Market Integration of the Children of Immigrants“ (2010), S. 80

Kanada: „In 1981, one quarter of recently entering male immigrants had a university degree; by 2006 it was almost 60 %.“

OECD (Hrsg.), „Equal Opportunities? The Labour Market Integration of the Children of Immigrants“ (2010), S. 104

Kanada: „Through the 1970s and 1980s increasing numbers of Canadian immigrants came from China, India and other Asian countries that place a very high value on educational and labour market success for their children.“

OECD (Hrsg.), „Equal Opportunities? The Labour Market Integration of the Children of Immigrants“ (2010), S. 105

„In recent years, the private tutoring business saw rapid growth in Canada.“

Univ.-Prof. Dr. Sietske Waslander, „Markets in Education: An Analytical Review of Empirical Research on Market Mechanisms in Education“ (2010), S. 31