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Diagram of the education system



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Key
  • Diagram of education system in country language

  • Old diagram using ISCED 1997 classification

  • Methodological notes for this diagram
  • Education system in Chile

    Chile
    Overview of the education system (EAG 2015)
  • Educational attainment in Chile remains low but participation has increased. About 39% of 25-64 year-olds have not attained upper secondary education (OECD average: 27%) and about 21% have completed tertiary education (OECD average: 34%). Pre-primary enrolment rates among 4-year-olds doubled between 2005 and 2013 to reach 83% (OECD average: 88%). Based on current patterns, 89% of young people in Chile are expected to enter tertiary education at least once in their lifetime (OECD average: 67%).
  • Expenditure on education in Chile has increased but level remains lower than in other OECD countries. Between 2005 and 2012, expenditure per student increased by 56% at primary and secondary levels of education (OECD average: 21% increase) to reach USD 4 183 (converted using purchasing power parities, PPPs) (OECD average: USD 8 982). At the tertiary level, expenditure per student rose by 5% (OECD average increase: 11%), keeping up with the rising number of students. Some 65% of all expenditure on tertiary education in Chile comes from private sources (OECD average: 30%).
  • In 2014, 4.9% of tertiary-educated 25-64 year-olds were unemployed (OECD average: 5.1%). Tertiary graduates earn 2.6 times more than those with upper secondary as their highest attainment - the largest earnings premium across OECD countries. However, Chile together with Brazil, share the largest gender gap in earnings: tertiary-educated women in Chile earn only 62% of what similarly educated men earn, on average.
  • Teachers' salaries in Chile are below the OECD average at every level between pre-primary and upper secondary education; and student-to-teacher ratios are relatively high: 23 pupils per teacher in primary school and 25 students per teacher in secondary school - the highest ratio after that in Mexico. Nonetheless, Chile has been able to attract young people to the teaching profession. The share of teachers in Chile over the age of 50 is below the OECD average at the primary, lower and upper secondary levels.
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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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    Educational outcomes

    The level of tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (21 %, rank 33/40 ) Download Indicator

    The level of tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (27 %, rank 33/40 ) Download Indicator

    The proportion of 25-64 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (32 %, rank 2/31 ) Download Indicator

    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 highest among OECD and partner countries with available data. (32 %, rank 1/29 ) Download Indicator

    The proportion of 25-64 year-old women who have attained a general degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (32 %, rank 2/30 ) Download Indicator

    Chile has one of the highest percentages of 25-64 year-old adults with less than primary education. (9 %, rank 5/26 ) Download Indicator

    Participation in education

    Chile has one of the highest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (20 Index, rank 8/30 ) Download Indicator

    The percentage of today's young people expected to obtain a master's or an equivalent degree during their lifetime is one of the lowest among OECD countries and partner economies with available data. (9 %, rank 24/33 ) Download Indicator

    Among OECD countries and partner economies with available data, Chile has one of the highest percentages of young people expected to graduate from tertiary education during their lifetime. (52 Index, rank 10/23 ) Download Indicator

    The percentage of three-year-olds in early childhood education in Chile is one of the lowest among OECD and partner countries with available data. (51 %, rank 29/37 ) Download Indicator

    The average age of entry into advanced research programmes in Chile is comparatively old. (34 Years, rank 6/28 ) Download Indicator

    In Chile the percentage of young people expected to enter short-cycle tertiary programmes during their lifetimes is comparatively high. (49 %, rank 1/30 ) Download Indicator

    The percentage of students in independent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (72 %, rank 3/32 ) Download Indicator

    The percentage of young nationals expected to enter a short-cycle tertiary programme during their lifetime is comparatively high in Chile. (49 %, rank 1/16 ) Download Indicator

    The percentage of young people expected to enter tertiary education during their lifetime is one of the highest among OECD and partner countries with available data. (89 %, rank 2/27 ) Download Indicator

    Fields of education

    The proportion of female graduates in social sciences, business and law from upper secondary vocational programmes is one of the highest among OECD and partner countries. (46 %, rank 6/30 ) Download Indicator

    The proportion of female graduates in engineering, manufacturing and construction from upper secondary vocational programmes is one of the highest among OECD and partner countries. (12 %, rank 6/30 ) Download Indicator

    The proportion of male graduates in social sciences, business and law from upper secondary vocational programmes is one of the highest among OECD and partner countries. (24 %, rank 4/30 ) Download Indicator

    The proportion of female tertiary graduates in sciences is one of the lowest among OECD and partner countries. (23 %, rank 36/36 ) Download Indicator

    Classroom environment

    In Chile, the intended instruction time for lower secondary students (in hours per year) is one of the longest among OECD and partner countries with available data. (1067 Hours, rank 4/23 ) Download Indicator

    The total compulsory instruction time for primary students in Chile is one of the longest among OECD and partner countries with available data. (6231 Hours, rank 2/34 ) Download Indicator

    In Chile, the total intended instruction time for primary students (in hours per year) is one of the longest among OECD and partner countries with available data. (6231 Hours, rank 3/23 ) Download Indicator

    In Chile, compulsory instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1038 Hours, rank 1/34 ) Download Indicator

    In Chile, the intended instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1038 Hours, rank 3/23 ) Download Indicator

    In Chile, compulsory instruction time for lower secondary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1067 Hours, rank 4/34 ) Download Indicator

    Classes are particularly large in lower secondary schools. (31 Students, rank 5/31 ) Download Indicator

    Classes are particularly large in primary schools. (30 Students, rank 2/32 ) Download Indicator

    The number of grades that are part of compulsory primary education is one of the highest among OECD and partner countries with available data. (6 Years, rank 4/36 ) Download Indicator

    Classes in public primary institutions are comparatively large in Chile. (29 Students, rank 2/34 ) Download Indicator

    Classes in in private primary institutions are comparatively large in Chile. (31 Students, rank 2/31 ) Download Indicator

    Classes in lower secondary public institutions are comparatively large in Chile. (31 Students, rank 5/32 ) Download Indicator

    Classes in lower secondary private institutions are comparatively large in Chile. (31 Students, rank 4/31 ) Download Indicator

    Resources for education

    Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and partner countries with available data. (5235 USD Equivalent, rank 30/37 ) Download Indicator

    Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (4476 USD Equivalent, rank 30/38 ) Download Indicator

    Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data. (3909 USD Equivalent, rank 31/38 ) Download Indicator

    The change in expenditure per student between 2005 and 2012 at primary, secondary and post-secondary non-tertiary levels is comparatively large. (156 Index, rank 5/30 ) Download Indicator

    The change in total expenditure between 2005 and 2012 at primary, secondary and post-secondary non-tertiary levels is comparatively large. (140 Index, rank 5/32 ) Download Indicator

    The change in total expenditure between 2005 and 2012 at the tertiary level is comparatively large. (187 Index, rank 2/29 ) Download Indicator

    The change in the number of students between 2005 and 2012 at the tertiary level is comparatively large. (178 Index, rank 1/29 ) Download Indicator

    In Chile, the change in GDP between 2010 and 2012 is comparatively large. (110 Index, rank 4/36 ) Download Indicator

    The share of private expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (22 %, rank 2/36 ) Download Indicator

    The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (65 %, rank 3/35 ) Download Indicator

    In Chile, public expenditure on education as a percentage of total public expenditure is comparatively high. (16 %, rank 4/32 ) Download Indicator

    In Chile, the change in public expenditure between 2008 and 2012 on primary to tertiary education, including subsidies to households is comparatively large. (128 Index, rank 1/27 ) Download Indicator

    The change in total public expenditure for all services, including education, between 2008 and 2012 is one of the largest among OECD and partner countries with available data. (115 Index, rank 5/30 ) Download Indicator

    The change in public expenditure on education as a percentage of total public expenditure between 2008 and 2012 is one of the largest among OECD and partner countries with available data. (111 Index, rank 3/27 ) Download Indicator

    The change in public expenditure between 2005 and 2012 on primary through post-secondary non-tertiary educational institutions is one of the largest compared to other OECD and partner countries with available data. (156 Index, rank 3/31 ) Download Indicator

    The change in private expenditure between 2005 and 2012 on primary through post-secondary non-tertiary educational institutions is one of the smallest compared to other OECD and partner countries with available data. (101 Index, rank 15/22 ) Download Indicator

    The change between 2005 and 2012 in public expenditure on tertiary educational institutions is one of the largest compared to other OECD and partner countries with available data. (405 Index, rank 1/29 ) Download Indicator

    The change between 2005 and 2012 in private expenditure on tertiary educational institutions is one of the largest compared to other OECD and partner countries with available data. (145 Index, rank 3/23 ) Download Indicator

    In Chile, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (6 %, rank 6/38 ) Download Indicator

    In Chile, private expenditure on primary through tertiary educational institutions as a percentage of GDP is comparatively high. (2 %, rank 1/37 ) Download Indicator

    Between 2008 and 2010, the change in GDP is comparatively big. (112 Index, rank 1/36 ) Download Indicator

    Between 2010 and 2012, the change in expenditure on educational institutions (from primary to tertiary level) as a percentage of GDP, excluding subsidies, is among the biggest of all OECD countries and partner economies with available data. (110 Index, rank 1/30 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively big. (121 Index, rank 1/30 ) Download Indicator

    Chile has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (40 %, rank 1/34 ) Download Indicator

    Teachers

    The number of pupils per teacher in pre-primary schools is one of the largest among OECD and partner countries with available data. (27 Students, rank 1/35 ) Download Indicator

    The number of students per teacher in primary schools is one of the largest among OECD countries and partner countries with available data. (23 Students, rank 3/39 ) Download Indicator

    The ratio of students to teaching staff at the lower secondary level is especially high. (24 Students, rank 3/36 ) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially high. (25 Students, rank 2/36 ) Download Indicator

    The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (25 Students, rank 3/37 ) Download Indicator

    The number of hours per year primary teachers spend teaching in public institutions is comparatively large in Chile. (1129 Hours, rank 1/32 ) Download Indicator

    The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively large in Chile. (1129 Hours, rank 2/33 ) Download Indicator

    The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively large in Chile. (1129 Hours, rank 2/32 ) Download Indicator

    Who the teachers are

    The percentage of primary teachers younger than 40 is especially high. (52 %, rank 9/36 ) Download Indicator

    The percentage of lower secondary teachers younger than 40 is especially high. (50 %, rank 6/35 ) Download Indicator

    The percentage of upper secondary teachers younger than 40 is especially high. (49 %, rank 3/34 ) Download Indicator

    The percentage of secondary teachers younger than 40 is especially high. (49 %, rank 4/36 ) Download Indicator

    The share of teachers younger than 30 in secondary schools is among the largest among OECD and partner countries with available data. (21 %, rank 3/35 ) Download Indicator

    Teachers' salaries

    After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (24674 USD Equivalent, rank 25/32 ) Download Indicator

    After 15 years of experience, an upper secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (26142 USD Equivalent, rank 22/31 ) Download Indicator

    After 15 years of experience, a pre-primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (24674 USD Equivalent, rank 19/26 ) Download Indicator

    After 15 years of experience, a primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (24674 USD Equivalent, rank 24/32 ) Download Indicator

    The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (1 Ratio, rank 18/20 ) Download Indicator

    The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (1 Ratio, rank 18/20 ) Download Indicator

    The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (1 Ratio, rank 18/21 ) Download Indicator

    The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the most rewarding among OECD and partner countries with available data. (2 Ratio, rank 5/32 ) Download Indicator

    The ratio of pre-primary teachers' salaries at the top of scale to their starting salary is one of the highest among OECD and partner countries with available data. (2 Ratio, rank 4/26 ) Download Indicator

    The ratio of primary teachers' salaries at the top of scale to their starting salary is one of the highest among OECD and partner countries with available data. (2 Ratio, rank 5/32 ) Download Indicator

    The ratio of upper secondary teachers' salaries at the top of scale to their starting salary is one of the highest among OECD and partner countries with available data. (2 Ratio, rank 4/31 ) Download Indicator

    Economic and social outcomes

    The employment rate among 25-64 year-old men without upper secondary education is comparatively high. (84 %, rank 3/37 ) Download Indicator

    The employment rate among 25-64 year-old men with tertiary education is comparatively high. (91 %, rank 10/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with below upper secondary education is comparatively low. (9 %, rank 31/37 ) Download Indicator

    Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite high. (271 Index, rank 1/34 ) Download Indicator

    Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old women with tertiary education and those with upper secondary education is quite high. (262 Index, rank 2/34 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high. (260 Index, rank 1/34 ) Download Indicator

    The percentage of upper secondary graduates in the fields of education, humanities and social sciences is one of the highest among OECD countries and partner economies with available data. (42 %, rank 6/30 ) Download Indicator

    The employment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is high compared to other OECD and partner countries. (94 %, rank 2/32 ) Download Indicator

    The unemployment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1 %, rank 32/32 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is high. (151 Index, rank 2/20 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (290 Index, rank 1/21 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a master's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (564 Index, rank 1/17 ) Download Indicator

    The gap in average earnings between 25-64 year-old women with a short-cycle tertiary education 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. (0 Index, rank 13/13 ) Download Indicator

    The gap in average earnings between 25-64 year-old women with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the highest among OECD and partner countries with available data. (168 Index, rank 1/20 ) Download Indicator

    The gap in average earnings between 25-64 year-old women with a master's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the highest among OECD and partner countries with available data. (293 Index, rank 1/21 ) Download Indicator

    In Chile, the proportional difference in earnings between 25-64 year-old men with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is high. (149 Index, rank 3/20 ) Download Indicator

    In Chile, the proportional difference in earnings between 25-64 year-old men with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (302 Index, rank 1/21 ) Download Indicator

    In Chile, the proportional difference in earnings between 25-64 year-old men with a master's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (592 Index, rank 1/17 ) Download Indicator

    The proportion of 15-19 year-olds who are neither employed nor in education or training is comparatively large in Chile. (13 %, rank 5/37 ) Download Indicator

    The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively large in Chile. (21 %, rank 10/36 ) Download Indicator

    The percentage of 15-19 year-old women who are neither employed nor in education or training in Chile is one of the highest among OECD and partner countries with available data. (15 %, rank 5/36 ) Download Indicator


    The data table will display up to six selected countries.
    General findings
    • On average, over 80% of tertiary-educated people are employed compared with over 70% of people with an upper secondary or post-secondary non-tertiary education and less than 60% of people with below upper secondary education.
    • Across OECD countries, compared with adults with upper secondary education with income from employment, those with a tertiary degree earn about 60% more.
    • Adults with higher qualifications were more likely to report desirable social outcomes, including good or excellent health, participation in volunteer activities, interpersonal trust, and political efficacy.
    • First generation tertiary-educated adults and tertiary-educated adults whose parents also hold a tertiary degree share similar employment rates and pursue similar fields of study.
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    *The radar plot will by default not display more than five countries to avoid cluttering.
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    • OECD countries have made significant progress in narrowing gender gaps in educational attainment, pay and labour market participation. Nevertheless, in tertiary education, young women are still under-represented in the fields of mathematics, physical science and computing.
    • One in five 20-24 year-olds is neither employed nor in education or training. In addition, young people with lower attainment levels are more likely to be unemployed than their counterparts with higher attainment level.
    • Participation in employer-sponsored education is strongly related to proficiency levels in key skills such as literacy and numeracy as well as to educational attainment. About 57% of employed adults with good skills in ICT and problem solving participate in employer-sponsored formal and/or non-formal education, while only 9% of adults who cannot use a computer and lack of problem solving skills do.
    • When parents' education is taken into account, adults with tertiary education are 23 percentage points more likely than those with upper secondary or post-secondary non-tertiary education as their highest level of education to be among the top 25% in monthly earnings.
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    • In a majority of OECD countries, education now begins for most children well before they are 5 years old. Some 74% of 3-year-olds are enrolled in early childhood education across OECD countries.
    • The average primary school class in OECD countries has 21 students, and this average increases to 24 in lower secondary education. Larger classes are correlated with less time spent on actual teaching and learning and with more time spent on keeping order in the classroom. Specifically, one additional student added to an average-size class is associated with a 0.5 percentage-point decrease in time spent on teaching and learning activities.
    • Graduating from upper secondary education has become increasingly important in all countries. Analysing countries for which comparable trends data are available for 2005 and 2013, the first-time graduation rate at the upper secondary level increased from 79% to 84%.
    • Across OECD countries, 77% of individuals with a vocational upper secondary or post-secondary non-tertiary qualification are employed - a rate that is 7 percentage points higher than that among individuals with a general upper secondary education as their highest qualification.
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    • Even though tertiary attainment is increasing, entry rate to more advanced tertiary degrees such as master's and doctoral levels tend to be lower than bachelor. More than one in two students is expected to enter a bachelor degree programme, compared to about one in five for master degree programmes
    • In most OECD and partner countries, labour market opportunities are better for adults with a master's degree or equivalent than for adults with a bachelor's degree.
    • Doctoral students tend to be much more internationally mobile than other students in tertiary education, and they are also more likely to study sciences and engineering. Women are still under-represented in doctoral programmes. In most OECD countries in 2013, around 45% of advanced.
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    • On average, OECD countries spend USD 10 220 per student per year from primary through tertiary education, with large variations between levels of education : Educational institutions spend an average of 1.2 times more per secondary student and 1.8 times more per tertiary student than per primary student.
    • Public funding accounts for 83% of funds for educational institutions from primary to tertiary education; varying from 91% for primary, secondary and post-secondary non-tertiary educational institutions to 70% for tertiary institutions.
    • OECD countries spend an average of 5.3% of GDP on educational institutions from primary to tertiary education.
    • The share of private funding in tertiary education is increasing over the last 10 years, and the differentiation of tuition fees is increasing: About two thirds of private funding of tertiary institutions comes from households, through tuition fees.
    • More than 60% of current expenditure relates to compensation of teaching staff at primary and secondary levels. In most countries, salaries increased less since 2005 than between 2000 and 2005, and, only half of OECD countries show an increase in real terms between 2008 and 2013.
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    • Pre-primary and primary teachers earn 79% of the salary of a similarly-educated, 25-64 year-old full-time, full-year worker, lower secondary teachers are paid 81%, and upper secondary teachers are paid 83% of that benchmark salary.
    • Public school teachers teach an average of 1 005 hours per year at the pre-primary level, 772 hours at the primary level, 694 hours at the lower secondary level, and 643 hours at the upper secondary level of education. In countries with available data, the amount of teaching time in primary, lower secondary and upper secondary education remained largely unchanged between 2000 and 2013.
    • The teaching workforce across OECD countries is ageing with the proportion of secondary teachers aged 50 or older climbed by 3 percentages points between 2005 and 2013, on average among countries with comparable data.
    • Teacher appraisal is legislated/required by policy or regulation in three-quarters of OECD and partner countries with available data.
    • Despite the increased use of ICT in a student's life, the use of ICTs in learning and pedagogy remains scarce. This may be because, among other things, teachers feel they are not sufficiently skilled in using ICT.
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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: 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 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.