Austria
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Austria
Adult skills (Survey of Adult Skills, PIAAC, 2023)
  • In literacy, 29% of adults (OECD average: 26%) scored at Level 1 or below, meaning they have low literacy proficiency. At the other end of the spectrum, 10% of adults (OECD average: 12%) scored at Levels 4 or 5 in literacy and are high performers. Skill gaps between older and younger adults could reflect ageing effects, but also differences in the quality and quantity of education and training across generations. In literacy, adults aged 55-65 scored 40 points lower than 25-34-year-olds (OECD average: 30 points lower).
  • In numeracy, 23% of adults (OECD average: 25%) scored at or below Level 1 proficiency. At Level 1, they can do basic maths with whole numbers or money, understand decimals, and find single pieces of information in tables or charts, but may struggle with tasks needing multiple steps (e.g. solving a proportion). Those below Level 1 can add and subtract small numbers. Adults at Levels 4 or 5 are top performers (15% in Austria, 14% on average across OECD countries and economies). They can calculate and understand rates and ratios, interpret complex graphs, and critically evaluate statistical claims.
  • In adaptive problem solving, 27% of adults(OECD average: 29%) scored at or below Level 1 proficiency. They struggle with multi-step problems, or those needing monitoring of multiple variables. Adults below Level 1 at most understand very simple problems, typically solved in one step. Some 5% of adults (OECD average: 5%) scored at Level 4. They have a deeper understanding of problems, and can adapt to unexpected changes, even if they require a major re-evaluation of the problem.
  • Much of the decline observed in average literacy scores, in fact, reflects the changing composition of the adult population in Austria. Average scores in literacy would have remained close to previous results, had the demographic profile of the adult population remained the same. In the years between the two cycles of the Survey of Adult Skills, the share of 55-65-year-olds increased by 6 percentage points. Meanwhile, the share of foreign-born adults of foreign-born parents increased by 7 percentage points, with much of this increase due to foreign-born adults who do not speak the language of assessment at home.
  • When considering all three domains jointly, 18% of adults in Austria (OECD average: 18%) scored at the two lowest levels of these proficiency scales.
    • | Country note | Survey of Adult Skills (PIAAC) | Survey of Adult Skills 2023: Do Adults Have the Skills They Need to Thrive in a Changing World? | The Survey of Adult Skills - Reader's Companion | Understanding Skill Gaps in Firms: Results of the PIAAC Employer Module | Survey of Adult Skills 2023 Data Analysis Manual |

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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Graduation

    The average age of short-cycle tertiary graduates in Austria is among the youngest. (20.1 Years, rank 25/25 , 2023) Download Indicator

    The average age of master's or equivalent graduates in Austria is among the oldest. (30.6 Years, rank 2/22 , 2023) Download Indicator

    Graduation by gender

    In Austria, the share of female first-time bachelor's graduates is one of the largest among OECD countries and partner economies with available data. (61.5 %, rank 9/33 , 2023) Download Indicator

    In Austria, the share of female first-time master's graduates is relatively smallest, compared to OECD and partner countries with available data. (57.4 %, rank 17/23 , 2023) Download Indicator

    Graduation by field of education

    In Austria, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (2 %, rank 7/36 , 2022) Download Indicator

    In Austria, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of services is one of the highest among OECD and partner countries with available data. (2 %, rank 6/36 , 2022) Download Indicator

    In Austria, the share of short-cycle tertiary vocational graduates in the field of STEM is relatively high compared to other OECD countries and partner economies with available data. (4 %, rank 7/37 , 2022) Download Indicator

    In Austria, the share of short-cycle tertiary vocational graduates in the field of services is relatively high compared to other OECD countries and partner economies with available data. (2 %, rank 6/37 , 2022) Download Indicator

    In Austria, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of arts and humanities is one of the highest among OECD and partner countries with available data. (1 %, rank 6/45 , 2022) Download Indicator

    In Austria, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (3 %, rank 5/44 , 2022) Download Indicator

    In Austria, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of STEM is one of the highest among OECD and partner countries with available data. (3 %, rank 2/44 , 2022) Download Indicator

    Graduation by field of education and gender

    In Austria, the share of female graduates in tertiary education in all fields is one of the smallest among OECD countries and partner economies with available data. (56.1 %, rank 35/44 , 2023) Download Indicator

    In Austria, the share of female graduates in tertiary education in the fields of science, technology, engineering and mathematics is one of the smallest among OECD countries and partner economies with available data. (29.4 %, rank 33/41 , 2023) Download Indicator

    Completion rates

    The completion rate of female new entrants to bachelor's programmes by the end of the theoretical duration of the programme was among the lowest across countries with available data. (21.4 %, rank 30/33 , 2020) Download Indicator

    For male new entrants, the completion rate to bachelor's programmes by the end of the theoretical duration of the programme placed Austria among countries with the lowest values. (20.3 %, rank 29/33 , 2020) Download Indicator

    Completion rates of all new entrants to bachelor's programmes by the theoretical duration ranked Austria among the countries with the lowest levels. (20.9 %, rank 30/33 , 2020) Download Indicator

    Female completion rates to bachelor's programmes, measured by the end of the theoretical duration plus one year, were among the lowest across participating countries. (45 %, rank 29/32 , 2021) Download Indicator

    Male completion rates to bachelor's programmes by the end of the theoretical duration plus one year were among the lowest in Austria compared to other countries. (37.3 %, rank 28/32 , 2021) Download Indicator

    By the end of the theoretical duration plus one year, completion rates of all new entrants to bachelor's programmes placed Austria among the lowest across countries with available data. (41.5 %, rank 28/32 , 2021) Download Indicator

    Female completion rates to bachelor's programmes, measured three years beyond the theoretical duration, were among the lowest across countries with available data. (63.7 %, rank 26/31 , 2023) Download Indicator

    Male completion rates to bachelor's programmes three years after the theoretical duration placed Austria among the lowest values internationally. (54.9 %, rank 24/31 , 2023) Download Indicator

    The completion rate of all new entrants to bachelor's programmes, measured three years beyond the theoretical end of the programme, ranked Austria among the lowest across countries. (59.7 %, rank 26/31 , 2023) Download Indicator

    In Austria, the completion rate of female new entrants to bachelor's programmes in Education, measured three years after the theoretical end of the programme, was among the lowest internationally. (65.1 %, rank 24/29 , 2023) Download Indicator

    Male completion rates in Education bachelor's programmes three years after the theoretical end of the programme placed Austria among the countries with the lowest values. (45.7 %, rank 24/29 , 2023) Download Indicator

    The completion rate of all new entrants to bachelor's programmes in Education, three years beyond the theoretical duration, ranked among the lowest across countries with available data. (59.6 %, rank 24/29 , 2023) Download Indicator

    Female completion rates in Social sciences, journalism and information bachelor's programmes, three years after the theoretical end, placed Austria among the lowest internationally. (64.2 %, rank 25/29 , 2023) Download Indicator

    The completion rate of all new entrants to Social sciences, journalism and information bachelor's programmes, measured three years after the theoretical end, ranked Austria among the lowest across countries. (61.4 %, rank 25/29 , 2023) Download Indicator

    Gap year

    The share of male students who entered a bachelor's programme and took at least one gap year placed Austria among the highest internationally. (78.8 %, rank 2/23 , 2020) Download Indicator

    For all students who entered a bachelor's programme, the share who took at least one gap year ranked Austria among the highest across countries with available data. (60.5 %, rank 7/23 , 2020) Download Indicator

    Fields of education

    In Austria, the proportion of new entrants in services bachelor's programmes is especially low, compared to the other countries with other data. (1.5 %, rank 31/39 , 2023) Download Indicator

    In Austria, the percentage of new entrants in Services master's programmes is comparatively low among OECD and partner countries with available data. (0.8 %, rank 30/38 , 2023) Download Indicator

    Student mobility

    (2 %, rank 3/46 , 2020) Download Indicator

    Skills differences between age groups

    The mean score in adaptive problem solving for 16-24 year-olds is high compared to other participating countries. (273 PIAAC Score, rank 8/31 , 2023) Download Indicator

    The mean numeracy score for young adults (16-24 year-olds) is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (283 PIAAC Score, rank 8/31 , 2023) Download Indicator

    Skills differences by level of education

    The mean score in adaptive problem solving for adults with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (277 PIAAC Score, rank 9/31 , 2023) Download Indicator

    The mean literacy score for adults without upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (194 PIAAC Score, rank 22/31 , 2023) Download Indicator

    The mean numeracy score for adults with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (300 PIAAC Score, rank 9/31 , 2023) Download Indicator

    Skills by parents' educational attainment

    The mean literacy score for adults whose parents had not attained upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (220 PIAAC Score, rank 23/31 , 2023) Download Indicator

    Adults' skills

    The change in mean literacy score in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-12 PIAAC Score, rank 20/27 , 2023) Download Indicator

    The change in mean numeracy score in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-5 PIAAC Score, rank 20/27 , 2023) Download Indicator

    The change in mean literacy score, adjusted for demographic changes, in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-6 PIAAC Score, rank 16/21 , 2023) Download Indicator

    Teachers' salaries

    After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (87344 USD Equivalent, rank 4/40 , 2023) Download Indicator

    The average actual primary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (83198 USD Equivalent, rank 3/32 , 2023) Download Indicator

    The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (91180 USD Equivalent, rank 3/32 , 2023) Download Indicator

    The average actual upper secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (98227 USD Equivalent, rank 2/32 , 2023) Download Indicator

    After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (76722 USD Equivalent, rank 6/40 , 2023) Download Indicator

    After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (83166 USD Equivalent, rank 7/40 , 2023) Download Indicator

    After 15 years of experience, a primary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (73273 USD Equivalent, rank 6/40 , 2023) Download Indicator

    The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in Austria relatively compared to OECD and partner countries with available data. (71046 USD Equivalent, rank 2/27 , 2022) Download Indicator

    The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in Austria. (119623 USD Equivalent, rank 1/27 , 2022) Download Indicator

    Teachers' salaries progression

    Starting salaries for lower secondary teachers with minimum training are especially high. (61742 USD Equivalent, rank 6/44 , 2023) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (78802 USD Equivalent, rank 6/40 , 2023) Download Indicator

    Principals' salaries

    The average actual salaries of 25-64 year-old primary school heads is one of the highest in Austria. (119818 USD Equivalent, rank 4/28 , 2023) Download Indicator

    The average actual salaries of 25-64 year-old lower secondary education school heads is one of the highest in Austria. (127016 USD Equivalent, rank 5/28 , 2023) Download Indicator

    The average upper-secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (150966 USD Equivalent, rank 1/28 , 2023) Download Indicator

    The average actual salaries of 55-64 year-old lower secondary school heads is one of the highest in Austria. (141208 USD Equivalent, rank 5/24 , 2022) Download Indicator

    Ratio of student to teaching staff

    The ratio of students to teaching staff at the upper secondary level is especially low. (9.8 Ratio, rank 36/41 , 2023) Download Indicator

    In Austria, the number of students per teacher in general upper secondary education is one of the lowest among OECD and partner countries with available data. (10.2 Ratio, rank 29/34 , 2023) Download Indicator

    In Austria, the number of students per teacher in private institutions tertiary education is one of the lowest among countries with available data. (13.5 Ratio, rank 27/34 , 2023) Download Indicator

    In Austria, the number of students per teacher in private bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (14 Ratio, rank 23/29 , 2023) Download Indicator

    Organisation of the education system

    The total compulsory instruction time for primary students in Austria is one of the shortest among OECD and partner countries with available data. (2820 Hours, rank 35/42 , 2023) Download Indicator

    The total compulsory instruction time for lower secondary students in Austria is one of the longest among OECD and partner countries with available data. (3720 Hours, rank 8/42 , 2024) Download Indicator

    Classes are particularly small in primary schools. (18 Students, rank 26/35 , 2023) Download Indicator

    Classes in public primary institutions are comparatively small in Austria. (18 Students, rank 30/37 , 2023) Download Indicator


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    General findings
    
                        
    
                            
    
                                
      In the 2023 Survey of Adult Skills, literacy is defined as "accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society" (Rouet et al., 2021). Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
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      In the 2023 Survey of Adult Skills, numeracy encompasses "accessing, using, and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life" (Tout et al., 2021). The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, and at times questioned and doubted, and analysed for their relevance to the responses needed.
    
                            
    
                            
    
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      The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.


      
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This involves "the capacity to achieve one’s goals in a dynamic situation in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts" (Greiff et al., 2021).


      
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
    
                            
    
                            
    
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            Diagram of funding flows - Austria
            
    
            
    
        
    


        
		
    
            
    
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            Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
            

    
			Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026.
			

    
	    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. 
		This explains the difference between the OECD average and the TALIS averages.
		Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and 
		Annex 3 
		of EAG 2024 for more details about the data collections.
            

    
            For additional notes, please refer to annexes in the list of links below the introductory country profile text.