Policy approaches need to foster youth job opportunities through the creation of a good investment climate and the removal of barriers to competition like land and credit market imperfections. Before they can be scaled up, such programmes need first to be run as pilot projects and then evaluated. Figure 8.1 shows that the graduation rates of both sexes at upper secondary (which includes programmes in post-secondary, non-tertiary education) and tertiary levels have risen across OECD countries. However, the share of women completing tertiary education has grown particularly rapidly. Although the numbers of men and women attaining upper secondary education have increased at similar rates, the proportion of men remains slightly higher (by 4 percentage points) simply because there are more men in post-secondary non-tertiaiy education programmes.