Country
Data profiles:
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| England and Northern Ireland: Adult skills (Survey of Adult Skills, PIAAC) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2015) |
| Student performance (PISA 2015) |
| Teachers and teaching conditions (TALIS 2018) |
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Educational outcomes
The proportion of 25-64 year-old men who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (6.4 %, rank 33/38 , 2018) Download Indicator
The proportion of 25-64 year-olds who attained a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (3.2 %, rank 2/36 , 2018) Download Indicator
The proportion of tertiary graduates younger than 30-years-old is one of the lowest among countries with available data. (76.4 %, rank 26/26 , 2017) Download Indicator
The average age of upper secondary graduates from general programmes in Switzerland is one of the highest among OECD and partner countries with available data (20 Years, rank 3/38 , 2017) Download Indicator
Attainment by gender
In Switzerland, the share of 25-64 year-old men who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (23.1 %, rank 6/46 , 2018) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is one of the lowest among OECD countries and partner economies with available data. (7.1 %, rank 24/30 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of arts and humanities, social sciences, journalism and information is one of the lowest among OECD countries and partner economies with available data. (12.1 %, rank 29/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of business, administration and law is one of the highest among OECD countries and partner economies with available data. (28.6 %, rank 7/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health (medical and dental) is one of the lowest among OECD countries and partner economies with available data. (3.2 %, rank 11/14 , 2018) Download Indicator
Participation in education
The proportion of 25-64 years-old adults with below upper secondary education participating in formal education is low in Switzerland. (2.8 %, rank 16/24 , 2016) Download Indicator
Among adults (25-64 years-old) with below upper secondary education, a high proportion participate in non-formal education. (33.4 %, rank 6/33 , 2016) Download Indicator
Among adults (25-64 years-old) with tertiary education, a high participate in non-formal education. (84.1 %, rank 1/36 , 2016) Download Indicator
Participation rate of 25-64 year-olds in job-related non-formal education sponsored by the employer is low in Switzerland, compared to other countries with available data. (65.7 %, rank 28/34 , 2016) Download Indicator
Participation rate of 25-64 year-olds in not job-related non-formal education is high in Switzerland, compared to other countries with available data. (25 %, rank 2/34 , 2016) Download Indicator
The percentage of three-year-olds in early childhood education in Switzerland is one of the lowest among OECD and partner countries with available data. (2.4 %, rank 40/40 , 2017) Download Indicator
The percentage of four-year-olds in early childhood and primary education in Switzerland is one of the lowest among OECD and partner countries with available data. (48.1 %, rank 40/42 , 2017) Download Indicator
In Switzerland, the average age of new entrants into doctoral programmes is one of the lowest among OECD and partner countries with available data. (28.5 Years, rank 31/36 , 2017) Download Indicator
In Switzerland, the share of part-time students in bachelor's programmes is relatively large. (30.8 %, rank 5/30 , 2017) Download Indicator
The share of part-time students in doctoral programmes in Switzerland is relatively small. (0 %, rank 23/29 , 2017) Download Indicator
In Switzerland, the proportion of new female entrants into master's long first degree (LFD) programmes is relatively high. (80.5 %, rank 1/24 , 2017) Download Indicator
Graduation expectancy
The percentage of today's young people expected to graduate from a doctoral or equivalent programme in Switzerland ranks as one of the highest among OECD and partner countries with available data. (3.5 %, rank 1/39 , 2017) Download Indicator
Switzerland has one of the lowest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (0.3 %, rank 29/32 , 2017) Download Indicator
Switzerland has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (48 %, rank 7/37 , 2017) Download Indicator
Excluding mobile students, Switzerland has one of the highest percentages of young people expected to complete a doctorate or an equivalent education during their lifetime. (1.5 %, rank 8/29 , 2017) Download Indicator
Graduation by gender
In Switzerland, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively low. (41.5 %, rank 34/43 , 2017) Download Indicator
In Switzerland, the share of female doctoral graduates in the field of business, administration and law is relatively low. (37.7 %, rank 33/41 , 2017) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of information and communication technologies is one of the lowest among OECD and partner countries with available data. (2.5 %, rank 36/43 , 2017) Download Indicator
The share of doctoral graduates in the field of arts and humaties in Switzerland is relatively small. (8 %, rank 36/45 , 2017) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Switzerland is relatively large. (31.9 %, rank 7/45 , 2017) Download Indicator
Fields of education
In Switzerland, the percentage of new entrants to tertiary education in the field of social sciences, journalism and information is relatively low. (7.2 %, rank 30/35 , 2017) Download Indicator
The share of female who enter tertiary education in the field of business, administration and law is one of the smallest among OECD and partner countries with available data. (45.3 %, rank 33/34 , 2017) Download Indicator
The share of female who enter tertiary education in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (44.6 %, rank 31/34 , 2017) Download Indicator
The share of female who enter tertiary education in the field of information and communication technologies (ICTs) is one of the smallest among OECD and partner countries with available data. (12.4 %, rank 30/33 , 2017) Download Indicator
The share of female who enter tertiary education in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (18.2 %, rank 32/34 , 2017) Download Indicator
In Switzerland, the share of female among new entrants to doctoral programmes enrolled in the field of health and welfare is relatively small. (54.4 %, rank 30/33 , 2017) Download Indicator
Student mobility
Switzerland has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (17.8 %, rank 5/46 , 2017) Download Indicator
In Switzerland, international students from Europe are most represented among all international students, compared to other OECD and partner countries with available data. (71.8 %, rank 8/45 , 2017) Download Indicator
In Switzerland, the proportion of new international entrants into master's long first degreee (LFD) programmes is relatively high. (17.2 %, rank 8/20 , 2017) Download Indicator
Student mobility by field of education
The percentage of international tertairy students enrolled in the field of natural sciences, mathematics and statistics in Switzerland is relatively high. (16.9 %, rank 2/37 , 2017) Download Indicator
In Switzerland, the percentage of international doctoral graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (6.5 %, rank 28/33 , 2017) Download Indicator
Organisation of the education system
Classes in lower secondary public institutions are comparatively small in Switzerland. (19 Students, rank 28/34 , 2016) Download Indicator
Expenditure per student
Annual expenditure per pupil at the pre-primary level is one of the highest among OECD and partner countries with available data. (12592 USD Equivalent, rank 5/31 , 2016) Download Indicator
Public and private expenditure in education
In Switzerland, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively high. (13.5 %, rank 5/38 , 2016) Download Indicator
Total public expenditure on education as a percentage of total government expenditure, for primary, secondary and post-secondary non-tertiary education is relatively high in Switzerland compared to OECD and partner countries with available data. (9.6 %, rank 8/39 , 2016) Download Indicator
Tuition fees
The estimated average annual tuition fee for national students in independent private institutions for a bachelor's or equivalent level education is one of the lowest among OECD and partner countries with available data. (3202 USD Equivalent, rank 13/15 , 2017) Download Indicator
The estimated average annual tuition fee for national students in independent private institutions for a master's or equivalent level education is one of the highest among OECD and partner countries with available data. (3202 USD Equivalent, rank 10/12 , 2017) Download Indicator
In Switzerland, the percentage of students who do not benefit from public/government-guaranteed private loans or public scholarships/grants is comparatively high. (92.1 %, rank 1/14 , 2017) Download Indicator
Teachers
The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively low in Switzerland. (756 Hours, rank 24/26 , 2018) Download Indicator
Who the teachers are
The share of women among teaching staff in lower secondary education is one of the smallest among OECD and partner countries with available data. (55 %, rank 33/39 , 2017) Download Indicator
The share of women among teaching staff in upper secondary education is one of the smallest among OECD and partner countries with available data. (44.7 %, rank 37/39 , 2017) Download Indicator
The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the smallest among OECD and partner countries with available data. (35.5 %, rank 24/27 , 2017) Download Indicator
The share of women among teaching staff in tertiary education is one of the smallest among OECD and partner countries with available data. (35.5 %, rank 33/36 , 2017) Download Indicator
The share of women among teaching staff is one of the smallest among OECD and partner countries with available data. (61.5 %, rank 29/32 , 2017) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially high. (12 %, rank 10/34 , 2017) Download Indicator
The percentage of primary teachers aged between 30 and 49 is especially low. (49.3 %, rank 32/35 , 2017) Download Indicator
Teachers' salaries progression
Starting salaries for teachers with minimum training in primary education are especially high. (58017 USD Equivalent, rank 3/37 , 2018) Download Indicator
Salaries of primary school teachers with minimum training at the top of scale are especially high. (88308 USD Equivalent, rank 3/34 , 2018) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially high. (65010 USD Equivalent, rank 3/37 , 2018) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (82222 USD Equivalent, rank 2/34 , 2018) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (77.3 %, rank 8/38 , 2018) Download Indicator
Unemployment and educational attainment
Among the unemployed population aged between 25 and 64 with below upper secondary education, the share of those who have been unemployed for at least 12 months is one of the largest in Switzerland, compared to other OECD countries. (57.9 %, rank 7/38 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with below upper secondary education is low in Switzerland. (23.4 %, rank 34/42 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Switzerland. (9.8 %, rank 40/42 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is low in Switzerland. (7.3 %, rank 39/43 , 2018) Download Indicator
Earnings and educational attainment
The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (78.5 %, rank 4/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (22.1 %, rank 20/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (13.5 %, rank 24/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively low. (22.9 %, rank 29/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively low. (14.9 %, rank 25/27 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (26.6 %, rank 29/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (23.1 %, rank 27/28 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education and income from employment) are one of the highest among countries with available data. (81.9 %, rank 10/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the lowest among countries with available data. (78.5 %, rank 29/37 , 2016) Download Indicator
The gap in average earnings between 25-64 year-old women with a master's, doctoral or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (148 Index, rank 29/34 , 2016) Download Indicator
Earnings by field of education
Earnings of tertiary-educated adults who studied in the field of arts and humanities, social sciences, journalism and information are high, compared to earnings of all tertiary-educated adults in Switzerland. (74.3 %, rank 9/14 , 2017) Download Indicator
Earnings of tertiary-educated adults who studied in the field of business, administration and law are high, compared to earnings of all tertiary-educated adults in Switzerland. (113.8 %, rank 5/15 , 2017) Download Indicator
Earnings of tertiary-educated adults who studied in the field of natural sciences, mathematics and statistics are high, compared to earnings of all tertiary-educated adults in Switzerland. (109.2 %, rank 5/14 , 2017) Download Indicator
Earnings of tertiary-educated adults who studied in the field of engineering, manufacturing and construction are low, compared to earnings of all tertiary-educated adults in Switzerland. (106.1 %, rank 12/15 , 2017) Download Indicator
Earnings of tertiary-educated adults who studied in the field of health and welfare are low, compared to earnings of all tertiary-educated adults in Switzerland. (86.5 %, rank 13/15 , 2017) Download Indicator
Neither in education nor employed
The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively small in Switzerland. (10 %, rank 36/40 , 2018) Download Indicator
The proportion of 25-29 year-olds who are neither employed nor in education or training is comparatively small in Switzerland. (9.4 %, rank 38/40 , 2018) Download Indicator
The percentage of 25-29 years-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (7.9 %, rank 35/40 , 2018) Download Indicator
The percentage of 20-24 years-old women neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (7.6 %, rank 40/40 , 2018) Download Indicator
The percentage of 25-29 years-old women neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (11 %, rank 38/40 , 2018) Download Indicator
Migrant background
The proportion of 25-64 year-old native-born people without upper secondary education is one of the lowest among OECD and partner countries with available data. (5.3 %, rank 29/30 , 2015) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full- and part-time with tertiary education are high compared to those of native-born with the same characteristics. (101 Index, rank 5/21 , 2016) Download Indicator
The percentage of native-born 15-29 year-olds neither employed nor in education and training is one of the lowest among OECD and partner countries with available data. (6.5 %, rank 28/30 , 2015) Download Indicator
Social outcomes
In Switzerland, a large share of adults (25-64 years-old) with below upper secondary education participated in formal voluntary activities in the 12 months prior to the survey. (19 %, rank 10/28 , 2015) Download Indicator
In Switzerland, a large share of adults (25-64 years-old) with tertiary education participated in formal voluntary activities in the 12 months prior to the survey. (43.4 %, rank 5/29 , 2015) Download Indicator
Among 25-64 years-old adults with below upper secondary education, a low proportion have someone to ask for moral, material or financial help. (86.9 %, rank 24/29 , 2015) Download Indicator
Compared to other countries with available data, the percentage of adults (25-64 years old) with tertiary education who actively participate in social media on a daily basis is low in Switzerland. (24 %, rank 26/29 , 2015) Download Indicator
Among employed adults (25-64 years-old) with below upper secondary education, a small share have difficulties to fulfill their family responsabilities because of their jobs, compared to other countries with available data. (42.7 %, rank 12/18 , 2015) Download Indicator
Among employed adults (25-64 years-old) with tertiary education, a large share have difficulties to fulfill their family responsabilities because of their jobs, compared to other countries with available data. (58.4 %, rank 8/32 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with below upper secondary education who have concentration difficulties at work because of family responsabilities is high in Switzerland. (30.8 %, rank 6/18 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with tertiary education who have concentration difficulties at work because of family responsabilities is high in Switzerland. (41.8 %, rank 7/32 , 2015) Download Indicator
General findings
- In 2018, 44% of 25-34 year-olds held a tertiary degree, compared to 35% in 2008, on average across OECD countries.
- Tertiary-educated adults also reap higher earnings, although this varies by field of study. Their advantage increases with age too: 25-34 year-olds with tertiary education earn 38% more than their peers with upper secondary education while 45-54 year-olds earn 70% more.
- While engineering, manufacturing and construction, and information and communication technologies are two fields most commonly associated with the best labour market outcomes, only 14% of graduates earned a degree in the former and 4% earned a degree in the latter in 2017.
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- Although graduation from upper secondary education increased by 6 percentage points between 2005 and 2017, 15% of 25-34 year-olds did not attain upper secondary education in 2018, on average across OECD countries.
- In some countries, vocational programmes are prominent at the upper secondary level. On average across OECD countries, 40% of first-time upper secondary graduates earned a vocational qualification in 2017; in Austria, the Czech Republic, the Slovak Republic and Slovenia, more than 66% of this population did.
- At the lower secondary level, the average class shrank by 6% while teachers statutory salaries increased by 8% between 2005 and 2017, on average across OECD countries.
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- In 2017, more than one in three children under the age of three were enrolled in early childhood education and care services, on average across OECD countries - an increase of 7 percentage points compared to 2010.
- Between the age of 3 to 5, on average across OECD countries, 87% of children are enrolled in pre-primary and primary education.
- Annual expenditure per child in early childhood development programmes was greater than in pre-primary education in 2016 on average across OECD countries. However, as a share of GDP, expenditure on early childhood development is lower.
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- In 2016, expenditure per tertiary student amounted to USD 15 556, approximately one-third of which was devoted to research and development.
- Private sources financed more than 30% of the expenditure, on average, at the tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
- OECD countries spent an average of 3.5% of GDP on primary, secondary and post-secondary non-tertiary institutions in 2016, and public expenditure at this level increased by 18% since 2005.
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- About 10% of primary and secondary teachers are under the age of 30, on average across OECD countries.
- While the teaching profession is dominated by women, the share of female teachers decreases with the level of education taught: almost all teachers at the pre-primary level are women, however they make up less than half of the teaching force at tertiary level.
- Salaries tend to increase with the level of education taught, but teachers' earnings remain between 78% and 93% of the earnings of other tertiary-educated adults.
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to display other variables
to display other variables
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: http://www.oecd.org/about/membersandpartners/
*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 average. 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 2019 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.