International Standard Classification of Education 97 (ISCED-97)

The International Standard Classification of Education 97 (ISCED-97) is the follow-up version of ISCED-76 and was developed to map all possible educational qualifications in different countries and to allow international comparisons. ISCED is a multidimensional classification that serves to harmonise national education systems within an international framework. Education in the sense of ISCED means all communication that is used and organised for learning, is sustainable and takes place within the structures of educational institutions. Overall, ISCED distinguishes between levels 0-6, which are further differentiated by three characteristics. It is important to note that not all ISCED levels have an equivalent in every country (cf. Schneider 2008).

Origin/Creator:	UNESCO
Method/Structure:	The ISCED-97 levels have the following characteristics: Level 0: Pre-primary education. Children from the age of 3 are introduced to the school environment. This level also covers persons without formal education. Level 1: Primary education. Children from the age of 5 or 7 are taught basic skills in reading, writing and arithmetic as well as a basic understanding of history, geography, natural sciences, social sciences, art and music. Furthermore, systematic learning is to be trained. The duration takes approximately 6 years. Level 2: Lower secondary education. This follows on from level 1. The entry age is between 14-16 years. The aim is to fully impart the basic knowledge mentioned in level 1. The level is further characterised by subject-specific learning and teaching is provided by appropriate subject teachers. The duration is approximately 9 years after the start of level 1. Often this level represents the end of compulsory schooling. Level 2 can be differentiated as follows: Level 2A: which allows direct access to level 3A and 3B, Level 2B: which allows direct access to level 3C, and Level 2C: which allows direct access to the labour market. Level 3: Upper secondary education. Usually requires successful completion of level 2. The entry age is around 15 to 16 years. This level is characterised by more specialisation and a higher qualification of the teachers. The duration is about 2 to 5 years. Level 3 can be differentiated into: Level 3A: which allows direct access to level 5A, Level 3B: which allows direct access to level 5B and Level 3C: which does not allow direct access to level 5, but allows access to the labour market. Level 4: Post-secondary non-tertiary education. Requires a level 3 qualification. Duration is between 6 months and 2 years. Level 4 fills the gap between level 3 and a subsequent apprenticeship, often not significantly more demanding than level 3. Level 4 can be differentiated according to the OECD (respectively UNESCO) into: Level 4A: which allows access to level 5A (UNESCO: 4A), Level 4B: which allows access to level 5B (UNESCO 4A) and Level 4C: which allows access to the labour market (UNESCO 4B). Level 5: First stage of tertiary education. Requires completion of level 3 and provides advanced educational content. The duration is 2 to 6 years. Level 5 can be differentiated into: Level 5A: This level is predominantly theoretical, involves at least 3 years of study, leads to an academic qualification and teaching staff usually hold a level 6 qualification; and Level 5B: which is a vocational education and training of at least 2 years, rather occupation-specific and practical. Level 6: Second stage of tertiary education: Requires a level 5A qualification. This level leads to the attainment of a doctoral degree or PhD. It includes higher studies, research and publications. In addition, levels 2, 3 and 4 are divided into gen, prev and voc. Gen levels are characterised by an in-depth understanding of a subject area and preparation for further education. Prev levels include an introduction to the world of work, vocational and technical content and are not a labour market relevant qualification. Voc levels are characterised by the provision of practical skills and knowledge, an understanding of the requirements of specific occupations and relevance to the labour market. In addition, level 3C and level 5 are differentiated according to the duration required for the qualification. The OECD version (in contrast to the the UNESCO version) distinguishes at level 3C between programmes that are shorter than 3A/B and those whose length is comparable in to 3A/B. At level 5, the OECD makes an additional distinction between the following categories: short (2-3 years), medium (3-4 years), long (5-6 years) and very long (more than 6 years). (cf. UNESCO 1997 and OECD 1999)
Development/implementation for Germany:	The transfer of ISCED-97 to the German education system results in the following allocations: Level 0: Kindergarten Level 1: Primary school Level 2A: Realschule, Mittlere Reife and Polytechnische Oberschule (GDR) Level 2B: Elementary and secondary modern school and apprenticeship training Level 3A: Advanced technical college entrance qualification and high school diploma Level 3B: Vocational training in the dual system, intermediate administrative training, vocational/college school-leaving certificate and one-year health care schools Level 4A: Completion of 3A AND 3B Level 5A (med): Diploma of a university of applied sciences Level 5A (long): University degree Level 5B: Master craftsman/technician, 2- to 3-year school of health care, technical/vocational academy, technical school diploma (GDR) and administrative college Level 6: Doctorate (cf. Schneider 2008: 98 and Schroedter et al. 2006: 21). The first version of ISCED was developed by UNESCO in the early 1970s. ISCED-97 is a further development of the UNESCO-ISCED Task Force, of which the OECD was a member, among others. The restructuring took place because, due to changes in education systems, they were no longer adequately represented by ISCED-76. What is new is that the levels were formed, among other things, on the basis of various auxiliary criteria. Furthermore, ISCED-97 is multidimensional to better reflect tertiary education. The new ISCED now has an empirical basis. These changes were implemented as follows: level 4 found its way into the classification, level 5 was restructured and divided into two differentiations, and levels 7 and 9 were dropped. (cf. Schneider 2008: 16ff.). For the purpose of evaluation, ISCED levels are sometimes further grouped together, for example as follows: ISCED 0-2: Lower level, primary and lower secondary education. ISCED 3(-4): Intermediate level, upper secondary ISCED 5-6: Tertiary level, tertiary education (cf. Hippach-Schneider et al. 2007: 13 and Van der Velden and Wolbers 2003).

Related classifications:

International Standard Classification of Education (ISCED-2011)

Keywords

Education scale, educational qualifications, primary education, secondary education, tertiary education

International Standard Classification of Education 97 (ISCED-97)

Fundamental literature: Schroedter, Julia; Lechert, Yvonne; Lüttinger, Paul (2006): Die Umsetzung der Bildungsskala ISCED-1997 für die Volkszählung 1970, die Mikrozensus-Zusatzerhebung 1971 und die Mikrozensen 1976-2004. ZUMA-Methodenbericht, 12.

OECD (1999): Classifying educational programmes: Manual for ISCED-97 implementation in OECD countries. Organisation for Economic Co-operation and Development.

Schneider, Silke L. (Hrsg.) (2008): The International Standard Classification of Education (ISCED-97). An Ecaluation of Content and Criterion Validity for 15 European Countries. (Hg.), Mannheim: Mannheimer Zentrum für europäische Sozialforschung.

UNESCO (1997): International standard classification of education: ISCED 1997. United Nations Educational, Scientific and Cultural Organization.

Van Der Velden, Rolf K.W.; Wolbers, Maarten H.J. (2003): The integration of young people into the labour market: the role of training systems and labour market regulation. Transitions from education to work in Europe. The integration of youth into EU labour markets, 186-211.

Further literature: Braun, Michael, Müller, Walter (2007): Measurement of education in comparative research. Comparative Social Research, 16, 163-201.