近年來國內研究教育指標潮流漸興。在一系列教育鬆綁政策下，建立與政策相對之配套措施也呼聲漸起。在講求績效與國際性比較的今日，教育指標體系的建立更突顯出其絕對之重要性。教育指標體系藉由一套統計量的描述，來告知大眾教育體系的運作良窳。經濟合作暨發展組織（OECD）每年公佈的教育指標，在配合人力資本理論的前提下，將市場供需模型與教育指標項目結合，希冀藉由供需的概念來提供教育決策者討論與決定政策之參考。並且，在推廣終身教育的今日，為衡量第三階段教育之實際績效，更舉出相關指標提供資訊。如此之科際整合於教育指標的發展歷程中是非常創新且具有遠景的，因而本文根據二○○○年經濟合作暨發展組織所公佈之指標系統，針對各單獨指標做一描述性的介紹，以提供國內從事教育指標研究工作者參考與運用

　　　　　The exploratory application of educational indicators originates from the successful demonstration of these economic indicators widely used in the 1970s. Through an abundance of academic research and many practical trials, the OECD is spearheading the concept of economic indicators, i.e., the application of the mechanism of supply and demand in the economic market, into a brand new venue for the field of education. Each indicator is in effect transformed into a factor, either in supply or in demand. Through this transormation it shows the educator and the public a novel picture of how each indicator affects our daily decisions concerning education, and how policy makers could make these decisions. Furthermore, to manifest the importance of tertiary education, the OECD has chosen several indicators to explore the value of diverse and further education. By acquainting ourselves with the facts of where the developed countries are heading in their educational studies, we will certainly broaden our viewpoints on the concept of educational indicators.