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Czech Republic
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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

- General methodological notes for ISCED diagrams

Education system in Czech Republic

Czech Republic
Overview of the education system (EAG 2015)
  • Only 22% of adults in the Czech Republic hold a tertiary qualification (OECD average: 33%), although the country has one of the largest shares of adults (16%) with a master's or equivalent degree (OECD average: 11%) and the second highest proportion of adults with at least upper secondary education (93%) across OECD countries (OECD average: 76%).
  • Tertiary education is highly rewarded in the labour market. Among 25-64 year-olds in the labour force, 2.3% of those with a master's degree are unemployed (EU21 average: 5.2%) compared with 20.7% of those with only a lower secondary education (EU21 average: 16.3%). Furthermore, 25-64 year-olds with tertiary education earn, on average, 75% more than those with just an upper secondary education.
  • The Czech Republic has the lowest rate of educational upward mobility of all OECD countries. Only 17% of 25-34 year-olds have exceeded their parents' educational attainment (OECD average: 32%).
  • Despite recognised benefits from early childhood education in reducing social inequalities and promoting better student outcomes later on, only 59% of 3-year-olds in the Czech Republic are enrolled in early childhood education programmes (OECD average: 74%).
  • Although annual expenditure per student on primary, secondary and post-secondary non-tertiary educational institutions in the Czech Republic rose at one of the fastest rates of all OECD countries between 2005 and 2012 - by 34% (OECD average increase: 21%), expenditure represents 2.8% of GDP (OECD average: 3.7%). At the tertiary level, total expenditure increased by 72% (OECD average increase: 27%). The number of students in tertiary education also increased, so expenditure per student increased by 33% (OECD average increase: 11%).
  • Upper secondary teachers in the Czech Republic are paid only 56% of what their tertiary-educated peers earn (OECD average proportion: 82%). Some 75% of teachers, at all levels of education, are women (OECD average: 67%).
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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 upper secondary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (93 %, rank 2/41 ) Download Indicator

    The level of upper secondary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (95 %, rank 3/41 ) Download Indicator

    The level of upper secondary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (88 %, rank 5/41 ) Download Indicator

    The level of upper secondary and post-secondary non-tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (65 %, rank 2/40 ) Download Indicator

    The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (72 %, rank 1/40 ) Download Indicator

    The level of tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (22 %, rank 32/40 ) Download Indicator

    The proportion of 25-64 year-old men who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (95 %, rank 1/41 ) Download Indicator

    The proportion of 25-34 year-old men who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (95 %, rank 2/41 ) Download Indicator

    The proportion of 35-44 year-old men who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (96 %, rank 2/41 ) Download Indicator

    The proportion of 45-54 year-old men who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (96 %, rank 1/41 ) Download Indicator

    The proportion of 55-64 year-old men who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (94 %, rank 1/41 ) Download Indicator

    The proportion of 25-64 year-old women who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (91 %, rank 5/42 ) Download Indicator

    The proportion of 25-34 year-old women who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (95 %, rank 5/41 ) Download Indicator

    The proportion of 35-44 year-old women who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (95 %, rank 3/41 ) Download Indicator

    The proportion of 45-54 year-old women who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (92 %, rank 4/41 ) Download Indicator

    Czech Republic has one of the largest shares of 25-64 year-old men whose highest education level is a master's or equivalent tertiary education degree. (16 %, rank 4/33 ) Download Indicator

    Participation in education

    In Czech Republic, the percentage of today's young people expected to graduate from upper secondary education during their lifetimes is one of the lowest among OECD and partner countries with available data. (78 %, rank 22/28 ) Download Indicator

    Czech Republic has one of the lowest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (0 Index, rank 28/30 ) 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 highest among OECD countries and partner economies with available data. (27 %, rank 4/33 ) Download Indicator

    Excluding mobile students, the percentage of young people expected to obtain a master's or an equivalent degree during their lifetime is one of the highest among OECD countries and partner economies with available data. (24 %, rank 2/24 ) Download Indicator

    Excluding mobile students, Czech Republic has one of the highest percentages of young people expected to obtain a master's or an equivalent degree before the age of 30. (21 %, rank 2/21 ) Download Indicator

    Among OECD countries and partner economies with available data, Czech Republic has one of the lowest percentages of young people expected to graduate from tertiary education during their lifetime. (46 Index, rank 15/23 ) Download Indicator

    Excluding mobile students, Czech Republic has one of the lowest percentages of young people expected to graduate from tertiary education during their lifetimes. (42 Index, rank 15/19 ) Download Indicator

    Excluding mobile students, Czech Republic has one of the lowest percentages of young people expected to graduate from tertiary education before the age of 30. (34 %, rank 13/16 ) Download Indicator

    Among OECD and partner countries with available data, Czech Republic has one of the highest percentages of female graduates from tertiary programmes. (63 Index, rank 3/24 ) Download Indicator

    The proportion of female graduates from short-cycle tertiary programmes is relatively high compared to other OECD countries and partner economies. (66 %, rank 6/30 ) Download Indicator

    Czech Republic has one of the highest proportions of female graduates from bachelor's programmes. (63 %, rank 5/34 ) Download Indicator

    Czech Republic has one of the highest proportions of female graduates from master's or equivalent programmes. (61 Index, rank 6/33 ) Download Indicator

    Compared to other OECD and partner countries, Czech Republic has a small share of female graduates from doctoral or equivalent programmes. (43 Index, rank 31/40 ) Download Indicator

    The proportion of upper secondary students enrolled in vocational or pre-vocational programmes is one of the largest among OECD and partner countries with available data. (74 %, rank 1/38 ) Download Indicator

    In Czech Republic the percentage of young people expected to enter short-cycle tertiary programmes during their lifetimes is comparatively low. (0 %, rank 28/30 ) Download Indicator

    The expected number of years in full-time education for 5-39 year-old women in Czech Republic is one of the highest among OECD and partner countries with available data. (18 Years, rank 4/35 ) Download Indicator

    In Czech Republic, the percentage of young people expected to enter a master's or equivalent programme during their lifetime is relatively high. (32 %, rank 6/36 ) Download Indicator

    The percentage of young nationals expected to enter a master's or equivalent programme during their lifetime is high compared to other OECD and partner countries with available data. (28 %, rank 4/22 ) Download Indicator

    The proportion of young nationals expected to enter a doctorate or equivalent programme during their lifetime is high compared to other OECD and partner countries with available data. (3 %, rank 2/22 ) Download Indicator

    The share of women among tertiary education new entrants is one of the largest among OECD and partner countries with available data. (58 %, rank 2/28 ) Download Indicator

    The share of female students entering bachelor's programmes in Czech Republic is relatively large. (58 %, rank 5/35 ) Download Indicator

    The share of female students entering short-cycle tertiary programmes in Czech Republic is comparatively large. (62 %, rank 6/29 ) Download Indicator

    The percentage of students younger than 25-year-old entering short-cycle tertiary programmes is relatively high. (82 %, rank 5/26 ) Download Indicator

    The share of international students entering short-cycle tertiary programmes is one of the largest among OECD and partner countries with available data. (4 %, rank 6/14 ) Download Indicator

    The percentage of students younger than 30-years-old entering doctorate or equivalent programmes in Czech Republic is relatively high. (79 %, rank 4/33 ) Download Indicator

    Intergenerational mobility

    The percentage of 25-34 year-old adults whose educational attainment is higher than that of their parents is one of the lowest among OECD and partner countries. (17 %, rank 20/20 ) Download Indicator

    The percentage of 25-34 year-old adults with the same educational attainment as their parents is one of the highest among OECD and partner countries. (71 %, rank 1/20 ) Download Indicator

    The percentage of 25-34 year-old adults with an upper secondary education and with the same educational attainment as their parents is comparatively high. (57 %, rank 1/20 ) Download Indicator

    The percentage of 25-34 year-old adults with a tertiary education and with the same educational attainment as their parents is comparatively low. (13 %, rank 16/20 ) Download Indicator

    The percentage of 25-34 year-old female adults with the same educational attainment as their parents is one of the highest among OECD and partner countries. (66 %, rank 2/20 ) Download Indicator

    The percentage of 25-34 year-old female adults with an upper secondary education and with the same educational attainment as their parents is comparatively high. (50 %, rank 1/20 ) Download Indicator

    The percentage of 25-34 year-old male adults with the same educational attainment as their parents is one of the highest among OECD and partner countries. (76 %, rank 1/20 ) Download Indicator

    The percentage of 25-34 year-old male adults with an upper secondary education and with the same educational attainment as their parents is comparatively high. (63 %, rank 1/20 ) Download Indicator

    The percentage of 25-34 year-old adults in tertiary education whose parents have attained upper secondary or post-secondary non-tertiary education is one of the highest among OECD and partner countries. (100 %, rank 1/20 ) Download Indicator

    In Czech Republic, the proportion of women among 25-34 year-old first generation tertiary-educated non-students is quite high compared to other countries. (68 %, rank 1/20 ) Download Indicator

    Fields of education

    The proportion of female graduates in the services sector from upper secondary vocational programmes is one of the highest among OECD and partner countries. (28 %, rank 6/30 ) Download Indicator

    The proportion of female tertiary graduates in health and welfare is one of the highest among OECD and partner countries. (83 %, rank 6/36 ) Download Indicator

    The proportion of female tertiary graduates in social sciences, business and law is one of the highest among OECD and partner countries. (68 %, rank 6/36 ) Download Indicator

    Classroom environment

    The total compulsory instruction time for lower secondary students in Czech Republic is one of the longest among OECD and partner countries with available data. (3550 Hours, rank 9/34 ) Download Indicator

    In Czech Republic, compulsory instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (687 Hours, rank 25/34 ) Download Indicator

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

    The theoretical duration of primary and lower secondary education, in years, is one of the longest among OECD and partner countries with available data. (9 Years, rank 7/36 ) Download Indicator

    The number of instruction days per year for lower secondary students is one of the highest among OECD and partner countries with available data. (194 Days, rank 8/34 ) Download Indicator

    The number of instruction days per year for primary students is one of the highest among OECD and partner countries with available data. (194 Days, rank 8/34 ) Download Indicator

    Classes in in private primary institutions are comparatively small in Czech Republic. (15 Students, rank 28/31 ) Download Indicator

    Classes in lower secondary private institutions are comparatively small in Czech Republic. (19 Students, rank 24/31 ) Download Indicator

    In Czech Republic, the ratio of students to teaching staff in bachelor's and tertiary advanced research programmes is one of the highest compared to other OECD and partner countries with available data. (22 Ratio, rank 4/27 ) Download Indicator

    Problem solving in technology-rich environments

    The proportion of 25-64 year-olds with tertiary education who demonstrate having good ICT (information and communication technologies) and problem-solving skills is one of the highest among other countries with available data. (60 %, rank 3/17 ) Download Indicator

    Resources for education

    Annual expenditure per pupil at the pre-primary level is one of the lowest among OECD and partner countries with available data. (4447 USD Equivalent, rank 25/28 ) Download Indicator

    Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (4728 USD Equivalent, rank 29/38 ) Download Indicator

    The change in expenditure per student between 2005 and 2012 at the tertiary level is comparatively large. (133 Index, rank 3/28 ) Download Indicator

    The change in total expenditure between 2005 and 2012 at the tertiary level is comparatively large. (172 Index, rank 3/29 ) Download Indicator

    The change in the number of students between 2005 and 2012 at the tertiary level is comparatively large. (130 Index, rank 8/29 ) Download Indicator

    In Czech Republic, public expenditure on education as a percentage of total public expenditure is comparatively low. (9 %, rank 26/32 ) Download Indicator

    In Czech Republic, public expenditure on education as a percentage of GDP is comparatively low. (4 %, rank 30/38 ) Download Indicator

    Public expenditure on pre-primary educational institutions is relatively high compared to other OECD and partner countries with available data. (92 %, rank 5/26 ) 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. (145 Index, rank 5/29 ) 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. (164 Index, rank 2/23 ) 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. (104 Index, rank 5/30 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively big. (105 Index, rank 8/30 ) Download Indicator

    Teachers

    The number of students per teacher in tertiary institutions is one of the largest among OECD and partner countries with available data. (22 Students, rank 4/28 ) 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. (19 Students, rank 10/39 ) Download Indicator

    The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively large in Czech Republic. (1166 Hours, rank 7/26 ) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Czech Republic. (13 Ratio, rank 12/18 ) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively high in Czech Republic. (31 Ratio, rank 1/15 ) Download Indicator

    The percentage of 25-64 year-old teachers (teaching both pre-primary and primary school, primary and secondary levels) who report that moderate or complex ICT(information and communication technologies) skills are required at work is relatively high. (72 %, rank 9/15 ) Download Indicator

    Who the teachers are

    The percentage of primary teachers younger than 40 is especially low. (31 %, rank 29/36 ) Download Indicator

    The percentage of upper secondary teachers younger than 40 is especially low. (27 %, rank 25/34 ) Download Indicator

    The percentage of secondary teachers younger than 40 is especially low. (30 %, rank 27/36 ) Download Indicator

    The share of teachers aged between 30 and 39 in secondary schools is especially low. (23 %, rank 27/35 ) Download Indicator

    The share of women among teaching staff in pre-primary education is one of the largest among OECD and partner countries with available data. (100 %, rank 3/36 ) Download Indicator

    The share of women among teaching staff in primary education is one of the largest among OECD and partner countries with available data. (97 %, rank 3/38 ) Download Indicator

    The share of women among teaching staff in post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (96 %, rank 1/16 ) Download Indicator

    The share of women among teaching staff in short-cycle tertiary education is one of the largest among OECD and partner countries with available data. (81 %, rank 1/20 ) 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. (38 %, rank 25/32 ) Download Indicator

    The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (75 %, rank 6/28 ) 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. (17595 USD Equivalent, rank 27/32 ) 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. (17595 USD Equivalent, rank 26/31 ) 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. (13436 USD Equivalent, rank 23/26 ) 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. (17595 USD Equivalent, rank 27/32 ) 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 20/20 ) 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 20/20 ) 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 20/21 ) Download Indicator

    The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the least rewarding among OECD and partner countries with available data. (1 Ratio, rank 28/32 ) Download Indicator

    Starting salaries for teachers with minimum training in primary education are especially low. (16826 USD Equivalent, rank 27/35 ) Download Indicator

    Salaries of primary school teachers with minimum training after 10 years of experience are especially low. (17115 USD Equivalent, rank 27/33 ) Download Indicator

    Salaries of primary school teachers with minimum training at the top of scale are especially low. (19224 USD Equivalent, rank 28/32 ) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially low. (16826 USD Equivalent, rank 28/35 ) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially low. (17115 USD Equivalent, rank 28/33 ) Download Indicator

    Salaries of lower secondary teachers with minimum training at the top of scale are especially low. (19224 USD Equivalent, rank 28/32 ) Download Indicator

    Starting salaries for upper secondary teachers with minimum training are especially low. (16826 USD Equivalent, rank 27/34 ) Download Indicator

    Salaries of upper secondary teachers with minimum training after 10 years of experience are especially low. (17115 USD Equivalent, rank 27/32 ) Download Indicator

    Salaries of upper secondary teachers with minimum training at the top of scale are especially low. (19224 USD Equivalent, rank 28/31 ) Download Indicator

    Starting salaries for pre-primary teachers with minimum training are especially low. (12403 USD Equivalent, rank 24/29 ) Download Indicator

    Salaries of pre-primary teachers with minimum training after 10 years of experience are especially low. (12899 USD Equivalent, rank 24/27 ) Download Indicator

    Salaries of pre-primary teachers with minimum training at the top of scale are especially low. (14718 USD Equivalent, rank 25/26 ) Download Indicator

    After 15 years of experience, an upper secondary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (30 USD Equivalent, rank 23/28 ) Download Indicator

    The ratio of pre-primary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1 Ratio, rank 25/26 ) Download Indicator

    The ratio of primary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1 Ratio, rank 28/32 ) Download Indicator

    The ratio of upper secondary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1 Ratio, rank 29/31 ) Download Indicator

    After 15 years of experience, a primary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (22 USD Equivalent, rank 26/29 ) Download Indicator

    After 15 years of experience, a lower secondary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (29 USD Equivalent, rank 26/30 ) Download Indicator

    The average actual pre-primary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (18557 USD Equivalent, rank 18/21 ) Download Indicator

    The average actual primary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (21479 USD Equivalent, rank 19/22 ) Download Indicator

    The average actual lower secondary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (21426 USD Equivalent, rank 19/22 ) Download Indicator

    The average actual upper secondary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (23032 USD Equivalent, rank 21/24 ) Download Indicator

    Economic and social outcomes

    The employment rate among 25-64 year-olds without upper secondary education is comparatively low. (43 %, rank 35/37 ) Download Indicator

    The employment rate among 25-64 year-old men with tertiary education is comparatively high. (92 %, rank 4/37 ) Download Indicator

    The employment rate among 25-64 year-old women with tertiary education is comparatively low. (77 %, rank 28/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with below upper secondary education is comparatively high. (27 %, rank 6/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with tertiary education is comparatively low. (4 %, rank 28/37 ) Download Indicator

    The unemployment rate among 55-64 year-olds with below upper secondary education is comparatively high. (14 %, rank 6/35 ) Download Indicator

    The unemployment rate among 25-64 year-olds without upper secondary education is comparatively high. (21 %, rank 5/37 ) Download Indicator

    The unemployment rate among 25-64 year-old men without upper secondary education is comparatively high. (21 %, rank 5/37 ) Download Indicator

    The unemployment rate among 25-64 year-old women without upper secondary education is comparatively high. (20 %, rank 5/37 ) 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. (188 Index, rank 8/34 ) 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. (175 Index, rank 9/34 ) Download Indicator

    The percentage of today's young people expected to graduate from post-secondary non-tertiary education during their lifetime is one of the highest among countries with available data. (25 Index, rank 3/21 ) Download Indicator

    The percentage of female graduates from upper secondary general programmes is one of the highest among OECD countries and partner economies with available data. (60 Index, rank 4/37 ) Download Indicator

    The share of female graduates from upper secondary vocational programmes in the fields of health and welfare is one of the largest among OECD countries and partner economies with available data. (91 %, rank 4/30 ) Download Indicator

    The employment rate among 25-64 year-olds with a short- cycle tertiary education degree is high compared to other OECD and partner countries. (89 %, rank 2/32 ) Download Indicator

    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. (80 %, rank 2/29 ) 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 low. (117 Index, rank 12/20 ) 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 low. (143 Index, rank 13/21 ) 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 low. (185 Index, rank 11/17 ) Download Indicator

    In Czech Republic, 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. (124 Index, rank 10/20 ) Download Indicator

    The percentage of 25-64 year-olds with upper secondary or post-secondary non-tertiary education who report being in good health is one of the highest among other countries with available data. (88 %, rank 2/20 ) Download Indicator

    The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively small in Czech Republic. (12 %, rank 29/36 ) 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.
    Visualisations
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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.
    Visualisations
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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.
    Visualisations
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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.
    Visualisations
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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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    Click the arrow sign next to the title: arrows to display other variables
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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.