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Czech Republic
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Czech Republic
Overview of the education system (EAG 2013)
  • In 2011, the Czech Republic ranked first among OECD countries for the share of the adult population with at least an upper secondary education: 92% versus 75% for the OECD average. It had the lowest share of those with only an elementary education: 8% versus 25% for the OECD average. Vocational education plays a major role in the Czech Republic's education system. Amongt 25-64 year-olds, more than 70% had attained a vocational upper secondary or post-secondary non-tertiary education. Among 15-19 year-olds, more than 50% were enrolled in pre-vocational or vocational programmes at the upper secondary level.
  • Great strides have been made regarding tertiary education. Based on 2011 data, among the 25-64 year-old population as a whole, 18% have a tertiary degree, 14 percentage points below the OECD average. However, while just 12% of 55-64 year-olds have a tertiary education, among 25-34 year-olds the rate is 25%. Tertiary-educated workers earn, on average, 76% more than those with just a secondary education (OECD average: 57%).
  • The percentage of 15-19 year-olds neither employed nor in education or training (NEET) was less than 4%, half the OECD average of 8.2%.
  • Despite the need to balance overall public finances, the Czech Republic continued to increase funding for the education sector between 2005 and 2010. In that period, the Czech Republic was among the top eight OECD countries in terms of increases in per student spending (primary, secondary and post-secondary non-tertiary education), raising expenditure by 25% (OECD average: 17%). In 2010, the Czech Republic reported the second highest growth in expenditure by educational institutions at the tertiary level with an increase in spending by 40%, twice the OECD average increase of 20%. Nonetheless, at the same time, the Czech Republic experienced the fourth-highest increase in the number of tertiary students among OECD countries (32%), well above the OECD average increase of 13%.
  • Although teachers' salaries increased over the last decade and even doubled for primary and lower secondary teachers, in 2011, teachers' salaries fell back below the 2009 rates. Compared to international standards, salaries are still relatively low. In 2011, a lower secondary teacher could expect to earn only 58% of the salary of another educated worker (OECD average: 89%). Furthermore, the profession has relatively flat salary scales. The difference between the minimum and maximum salaries in 2011 ranged from 29% at the pre-primary level of education to 40% at upper secondary level whereas the OECD average difference amounted to around 60% at all 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 proportion of 25-64 year-olds who have attained only pre-primary or primary education is one of the smallest among OECD and G20 countries with available data. (0 %, rank 35/37 ) Download Indicator

    The level of upper secondary attainment among 25-64 year-olds is one of the highest among OECD and G20 countries with available data. (92.3 %, rank 2/40 ) Download Indicator

    The level of upper secondary attainment among 25-34 year-olds is one of the highest among OECD and G20 countries with available data. (94.3 %, rank 2/35 ) Download Indicator

    The level of upper secondary attainment among 55-64 year-olds is one of the highest among OECD and G20 countries with available data. (86.6 %, rank 4/35 ) Download Indicator

    The level of tertiary attainment among 30-34 year-olds is one of the lowest among OECD and G20 countries with available data. (23.8 %, rank 29/34 ) Download Indicator

    The level of tertiary attainment among 25-64 year-olds is one of the lowest among OECD and G20 countries with available data. (18.3 %, rank 31/36 ) Download Indicator

    The proportion of 25-64 year-olds who have attained vocational programmes in the upper secondary or post-secondary level is one of the highest among OECD and G20 countries with available data. (73.9 %, rank 1/27 ) Download Indicator

    The proportion of 25-64 year-olds men who have attained vocational programmes in the upper secondary or post-secondary level is one of the highest among OECD and G20 countries with available data. (76.5 %, rank 1/27 ) Download Indicator

    The proportion of 25-64 year-olds women who have attained vocational programmes in the upper secondary or post-secondary level is one of the highest among OECD and G20 countries with available data. (71.3 %, rank 1/27 ) Download Indicator

    The proportion of 25-64 year-olds who have attained general programmes in the upper secondary or post-secondary level is one of the lowest among OECD and G20 countries with available data. (0.2 %, rank 27/27 ) Download Indicator

    The proportion of 25-64 year-olds men who have attained general programmes in the upper secondary or post-secondary level is one of the lowest among OECD and G20 countries with available data. (0.1 %, rank 27/27 ) Download Indicator

    The proportion of 25-64 year-olds women who have attained general programmes in the upper secondary or post-secondary level is one of the lowest among OECD and G20 countries with available data. (0.2 %, rank 27/27 ) Download Indicator

    Participation in education

    The average age of graduates from general programmes at the upper secondary level in Czech Republic is comparatively high. (19.6 Years, rank 5/28 ) Download Indicator

    In Czech Republic, the percentage of today's young people expected to graduate from upper secondary education during their lifetimes is one of the low among OECD and G20 countries with available data. (77.5 %, rank 21/29 ) Download Indicator

    In Czech Republic, the percentage of today's women expected to graduate from upper secondary education is one of the lowest among OECD and G20 countries with available data. (77.4 %, rank 23/29 ) Download Indicator

    In Czech Republic, the percentage of today's young people expected to graduate from upper secondary education of general programme is one of the lowest among OECD and G20 countries with available data. (22.6 %, rank 35/36 ) Download Indicator

    The proportion of upper secondary vocational men graduates who studied Engineering, manufacturing and construction is one of the highest among OECD and G20 countries (70 %, rank 4/25 ) Download Indicator

    The proportion of upper secondary vocational men graduates who studied Sciences is one of the lowest among OECD and G20 countries (0 %, rank 19/25 ) Download Indicator

    The proportion of upper secondary vocational men graduates who studied agriculture is one of the lowest among OECD and G20 countries (2.9 %, rank 19/25 ) Download Indicator

    The proportion of upper secondary vocational women graduates who studied humanities, arts and education is one of the highest among OECD and G20 countries (7.3 %, rank 10/25 ) Download Indicator

    The proportion of upper secondary vocational women graduates who studied social science, business and law is one of the highest among OECD and G20 countries (35 %, rank 8/25 ) Download Indicator

    The proportion of female graduates who studied services in upper secondary vocational programmes is one of the highest among OECD and G20 countries (30.6 %, rank 5/25 ) Download Indicator

    The proportion of female graduates who studied sciences in upper secondary vocational programmes is one of the lowest among OECD and G20 countries (0 %, rank 19/25 ) Download Indicator

    The proportion of female graduates who student agriculture in upper secondary vocational programmes is one of the highest among OECD and G20 countries (4.6 %, rank 8/25 ) Download Indicator

    The proportion of male graduates who studied health and welfare in upper secondary vocational programmes is one of the lowest among OECD and G20 countries (1.1 %, rank 20/25 ) Download Indicator

    The proportion of male graduates who studied social sciences, business and law in upper secondary vocational programmes is one of the lowest among OECD and G20 countries (10.4 %, rank 18/25 ) Download Indicator

    The proportion of male graduates who studied social services in upper secondary vocational programmes is one of the highest among OECD and G20 countries (13 %, rank 6/25 ) Download Indicator

    The percentage of today's young people expected to graduate from tertiary-type B (vocational) programmes before turning 30 in Czech Republic ranks as one of the lowest among OECD and G20 countries with available data. (3.9 %, rank 14/21 ) Download Indicator

    In Czech Republic, the annual growth of first-time graduation rates in tertiary-type A education is comparatively high. (9.6 %, rank 3/25 ) Download Indicator

    The proportion of upper secondary students enrolled in vocational or pre-vocational programmes is one of the largest among OECD and G20 countries with available data. (73 %, rank 2/38 ) Download Indicator

    The percentage of all tertiary students in Czech Republic who are international students is one of the highest among OECD and G20 countries with available data. (8.5 %, rank 7/36 ) Download Indicator

    The change in the number of foreign students in tertiary education in Czech Republic between 2005 and 2011 is one of the largest among OECD and G20 countries with available data. (205.4 %, rank 10/34 ) Download Indicator

    The expected number of years in education for 15-29 year-old women in Czech Republic is one of the highest among OECD and G20 countries with available data. (7.7 %, rank 8/35 ) Download Indicator

    Resources for education

    Annual expenditure per tertiary student is one of the lowest among OECD and G20 countries with available data. (7635 USD Equivalent, rank 28/33 ) Download Indicator

    Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and G20 countries with available data. (6037 USD Equivalent, rank 25/32 ) Download Indicator

    Annual expenditure per pre-primary pupil is one of the lowest among OECD and G20 countries with available data. (4247 USD Equivalent, rank 25/32 ) Download Indicator

    Annual expenditure per primary student is one of the lowest among OECD and G20 countries with available data. (4120 USD Equivalent, rank 29/34 ) Download Indicator

    Annual expenditure per post-secondary non-tertiary student is one of the lowest among OECD and G20 countries with available data. (1920 USD Equivalent, rank 11/11 ) Download Indicator

    Annual expenditure per student, for core and ancillary services, from primary to below-tertiary institutions is one of the lowest among OECD and G20 countries with available data. (5532 USD Equivalent, rank 27/35 ) Download Indicator

    The change in total expenditure between 2005 and 2010 at the tertiary level is comparatively large. (140 Index, rank 4/32 ) Download Indicator

    The change in the number of students between 2005 and 2010 at the tertiary level is comparatively large. (132 Index, rank 5/31 ) Download Indicator

    In Czech Republic public expenditure on educational institutions as a percentage of GDP is comparatively low. (4.1 %, rank 29/33 ) Download Indicator

    The share of private expenditure on pre-primary education is one of the smallest among OECD and G20 countries with available data. (8 %, rank 22/28 ) Download Indicator

    In Czech Republic public expenditure on education as a percentage of GDP is comparatively low. (4.2 %, rank 29/33 ) Download Indicator

    The change in total public expenditure for all services, including education, between 2008 and 2010 is one of the smallest among OECD and G20 countries with available data. (104 Index, rank 25/34 ) Download Indicator

    Public funding to households and other private entities in tertiary education is one of the lowest among OECD and G20 countries with available data. (2.6 %, rank 31/32 ) Download Indicator

    In Czech Republic the salary cost of primary teachers per student is comparatively low. (1079 USD Equivalent, rank 23/27 ) Download Indicator

    Teachers

    The number of students per teacher in tertiary institutions is one of the largest among OECD and G20 countries with available data. (21 Students, rank 3/27 ) Download Indicator

    The number of students per teacher in primary schools is one of the largest among OECD countries and G20 countries with available data. (19 Students, rank 9/35 ) Download Indicator

    After 15 years of experience, a lower secondary teacher can expect to have one of the lowest salaries among OECD and G20 countries with available data. (20360 USD Equivalent, rank 26/32 ) Download Indicator

    After 15 years of experience, an upper secondary teacher can expect to have one of the lowest salaries among OECD and G20 countries with available data. (21733 USD Equivalent, rank 25/32 ) Download Indicator

    After 15 years of experience, a pre-primary teacher can expect to have one of the lowest salaries among OECD and G20 countries with available data. (17792 USD Equivalent, rank 23/27 ) Download Indicator

    After 15 years of experience, a primary teacher can expect to have one of the lowest salaries among OECD and G20 countries with available data. (20185 USD Equivalent, rank 26/33 ) Download Indicator

    The ratio of pre-primary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the lowest among OECD and G20 countries with available data. (0.42 Ratio, rank 21/22 ) Download Indicator

    The ratio of primary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the lowest among OECD and G20 countries with available data. (0.54 Ratio, rank 25/27 ) Download Indicator

    The ratio of lower secondary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the lowest among OECD and G20 countries with available data. (0.54 Ratio, rank 25/27 ) Download Indicator

    The ratio of upper secondary teachers' salaries to earnings for full-time, full-year workers with tertiary education is one of the lowest among OECD and G20 countries with available data. (0.58 Ratio, rank 26/27 ) Download Indicator

    The number of days of instruction in a school year in primary school is especially large. (191 Days, rank 10/33 ) Download Indicator

    The number of days of instruction in a school year in lower secondary school is especially large. (191 Days, rank 10/30 ) Download Indicator

    The number of days of instruction in a school year in upper secondary school is especially large. (191 Days, rank 8/31 ) Download Indicator

    The number of hours pre-primary teachers spend teaching in public institutions is comparatively large in Czech Republic. (1184 Hours, rank 6/29 ) Download Indicator

    Classroom environment

    Intended instruction time for lower secondary students, in hours per year, in Czech Republic is one of the shortest among OECD and G20 countries with available data. (848 Hours, rank 25/31 ) Download Indicator

    Total compulsory instruction time for primary students in Czech Republic is one of the shortest among OECD and G20 countries with available data. (2983 Hours, rank 26/31 ) Download Indicator

    Total intended instruction time for primary students in Czech Republic is one of the shortest among OECD and G20 countries with available data. (2983 Hours, rank 27/31 ) Download Indicator

    Total compulsory instruction time for primary and lower secondary students in Czech Republic is among the shortest among OECD and G20 countries with available data. (6376 Hours, rank 24/30 ) Download Indicator

    Total intended instruction time for primary and lower secondary students in Czech Republic is among the shortest among OECD and G20 countries with available data. (6376 Hours, rank 26/30 ) Download Indicator

    Compulsory instruction time for primary students, in hours per year, in Czech Republic is one of the shortest among OECD and G20 countries with available data. (597 Hours, rank 29/31 ) Download Indicator

    Intended instruction time for primary students, in hours per year, in Czech Republic is one of the shortest among OECD and G20 countries with available data. (597 Hours, rank 30/31 ) Download Indicator

    Compulsory instruction time for lower secondary students, in hours per year, in Czech Republic is one of the shortest among OECD and G20 countries with available data. (848 Hours, rank 23/31 ) Download Indicator

    Economic and social outcomes

    The employment rate among individuals without an upper secondary education is comparatively low. (42.2 %, rank 32/35 ) Download Indicator

    The employment rate among men without an upper secondary education is comparatively low. (50.8 %, rank 32/35 ) Download Indicator

    The employment rate among men with a tertiary education is comparatively high. (91.5 %, rank 4/36 ) Download Indicator

    The employment rate among women without an upper secondary education is comparatively low. (38 %, rank 26/35 ) Download Indicator

    The employment rate among women with a tertiary education is comparatively low. (74.4 %, rank 29/36 ) Download Indicator

    Compared with other OECD and G20 countries, the earnings of men without an upper secondary education are relatively high compared to those of men with an upper secondary education. (76 Index, rank 7/17 ) Download Indicator

    Compared with other OECD and G20 countries, the earnings of women without an upper secondary education are relatively high compared to those of women with an upper secondary education. (74 Index, rank 9/18 ) Download Indicator

    Compared with other OECD and G20 countries, the earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (73 Index, rank 8/18 ) Download Indicator

    Compared with other OECD and G20 countries, the difference in earnings between men with a tertiary education and those with an upper secondary education is quite high. (187 Index, rank 5/18 ) Download Indicator

    Compared with other OECD and G20 countries, the difference in earnings between women with a tertiary education and those with an upper secondary education is quite high. (160 Index, rank 10/18 ) Download Indicator

    Compared with other OECD and G20 countries, the proportional difference in earnings between adults with a tertiary education and those with an upper secondary or post-secondary non-tertiary education is quite high. (176 Index, rank 6/18 ) Download Indicator


    General findings
    • Across almost all OECD countries, upper secondary attainment is the norm. On average, 75% of 25-64 year-olds and 82% of 25-34 year-olds had reached this level of attainment in 2011. However, despite notable strides, some countries remain far below the OECD average in upper secondary attainment. For example, in Mexico, Portugal and Turkey, less than 20% of the population had attained upper secondary education as the highest level of education in 2011.
    • Vocational education and training is a major factor in the educational attainment of people in many countries. In 2011, a vocational upper secondary or post-secondary non-tertiary education was the highest level of attainment for more than 50% of 25-64 year-olds in Austria, the Czech Republic, Germany, Poland, the Slovak Republic and Slovenia. However, in these countries, people tend to leave education after attaining upper secondary qualifications. In an additional 10 OECD countries, a vocational upper secondary or post-secondary non-tertiary attainment was the highest educational level for more than 30% of 25-64 year-olds.
    • Tertiary attainment levels have increased considerably over the last decades. On average across OECD countries, the proportion of 25-64 year-olds that hold a tertiary qualification has increased by 4.2% per year since 2000. However, even though tertiary attainment rates have increased in recent years, less than 35% of both men and women had attained a tertiary education in 2011.
    • If current tertiary attainment rates among 25-34 year-olds are maintained, the proportion of adults in France, Ireland, Japan and Korea who have a tertiary education will surpass that of other OECD countries, while the proportion in Austria, Brazil and Germany will fall further behind other OECD countries.
    • Significant progress has been achieved in reducing the gender gap in educational attainment and women have surpassed men in many aspects of education in OECD countries. Among 30-34 year-olds, more than 40% of women had a tertiary education in 2011, surpassing the rate of men with that level of education by about 8 percentage points. Tertiary attainment rates among young women have grown strongly in Australia, Canada, Ireland, Israel, New Zealand, Norway and Sweden, where 50% or more of younger women in that age group had attained tertiary education in 2011.
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    • Across OECD countries, employment rates are highest among people who have a tertiary education; and these individuals are also most likely to be employed full time.
    • Unemployment rates are nearly three times higher among individuals who do not have an upper secondary education (13% on average across OECD countries in 2011) than among those who have a tertiary education (5% in 2011).
    • Individuals who have at least an upper secondary education have a greater chance of being employed than those without that level of education.
    • Gender differences in employment rates are smallest among tertiary-educated individuals and largest among men and women who do not have an upper secondary education.
    • In all OECD countries, adults with tertiary education earn more than adults with upper secondary or post-secondary non-tertiary education, who, in turn, earn more than adults with a below upper secondary education.
    • On average across OECD countries, the difference in earnings between younger and older workers increases with educational attainment, benefitting more educated older workers. The earnings premium for tertiary-educated 55-64 year-olds is generally larger than that for all tertiary educated workers: in 2011, on average, the earnings differential between these two groups increased by 16 percentage points.
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    • In 2011, on average across OECD countries, 16% of 15-29 year-olds were neither employed nor in education or training (NEET) (7% unemployed and 9% inactive), as were 8% of 15-19 year-olds (2.7% unemployed and 5.8% inactive), and 20% of 25-29 year-olds (8% unemployed and 12% inactive).
    • In Chile, Greece, Ireland, Israel, Italy, Mexico, Spain and Turkey, more than 20% of 15-29 year-olds were NEET in 2011 compared to less than 10% in Austria, Iceland, Luxembourg, the Netherlands, Norway, Sweden and Switzerland. Unemployment levels are particularly worrying in Greece (14.6% in 2011) and Spain (17.0% in 2011), as is inactivity among young people in those countries (7.1% and 7.5%, respectively, in 2011).
    • On average across OECD countries in 2011, 18% of 15-29 year-old women were NEET (12% inactive and 6% unemployed) as were 13% of 15-29 year-old men (7% unemployed and 6% inactive).
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    • In 2010, OECD countries spent an average of 6.3% of their GDP on educational institutions. Out of the 33 countries for which data were available, this proportion exceeded 7% in Denmark, Iceland, Israel, Korea, New Zealand, Norway and the United States. Only the Czech Republic, Hungary Italy, the Russian Federation and the Slovak Republic spent less than 5% of their GDP on educational institutions.
    • On average, OECD countries spent USD 9 313 annually per student from primary through tertiary education in 2010: USD 7 974 per primary student, USD 9 014 per secondary student and USD 13 528 per tertiary student. Spending per pre-primary student amounted to USD 6 762 per year.
    • While there was no clear global trend in how the proportion of public expenditure on education evolved during the economic crisis, in 14 out of the 30 countries with available data, public expenditure on education grew at a faster rate than public expenditure on all other services between 2008 and 2010.
    • Public funding accounted for 84% of all funds for educational institutions on average in OECD countries in 2010, and between 2000 and 2010, public funding increased for all levels of education combined. However, more pressure has been put on households to share the cost of education, and private funding increased at an even greater rate in more than three-quarters of countries. The share of public and private investment in education differs among education levels. Tertiary institutions and, to a lesser extent, pre-primary institutions obtain the largest proportions of funds from private sources (32% and 18%, respectively, in 2010).
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    • The ratio of students to teaching staff varies across OECD countries and levels of education. At the primary level, there were more than 15 students for every teacher on average in OECD countries in 2011. In most countries, the student-teacher ratio decreases between primary and lower secondary school, despite an increase in class size. In 2011, there were, on average, about 14 students per teacher at the secondary level. At the tertiary level, there were, on average, about 16 students per teacher in OECD countries.
    • The number of teaching hours per teacher in public schools in 2011 averaged 790 hours per year in primary education, 709 hours in lower secondary education, and 664 hours in upper secondary education.
    • Teachers' statutory salaries vary widely across countries, but often increase with the level of education. In 2011, the statutory salaries of teachers with at least 15 years of experience averaged USD 36 135 at the pre-primary level, USD 38 136 at the primary level, USD 39 934 at the lower secondary level, and USD 41 665 at the upper secondary level. Between 2000 and 2011, teachers' salaries increased in real terms in most countries.
    • On average in OECD countries, pre-primary school teachers' salaries in 2011 amounted to 80% of full-time, full-year earnings of tertiary-educated adults working in different occupations. Primary school teachers' salaries amounted to 82% of that income, lower secondary school teachers' salaries amounted to 85% of that benchmark, and upper secondary school teachers' salaries amounted to 89% of those earnings.
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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/

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