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Denmark
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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 Denmark

    Denmark
    Overview of the education system (EAG 2015)
  • Denmark has the one of the highest enrolment rates (92%) among 2-year-olds (OECD average: 39%); but only 20% of all pupils in pre-primary schools attend public institutions (OECD average: 61%).
  • Only 10.7% of 15-29 year-olds in Denmark are neither employed nor in education or training (OECD average: 15.5%). Meanwhile, 62.1% of 15-29 year-olds are in education, the second highest rate after Japan; and nearly half of these students are also employed.
  • Between 2005 and 2011, the number of students in primary, secondary and post-secondary non-tertiary education in Denmark increased by 11%. As total expenditure on educational institutions remained constant, the expenditure per student decreased by 10%. Denmark invests 5% of its GDP in primary, secondary and post-secondary non-tertiary education - the largest share across all OECD countries (OECD average: 3.5%).
  • Teachers' salaries start high, but then do not increase much with experience. The ratio between the top and starting salaries is comparatively low: Denmark ranks the second lowest after Turkey in this ratio for primary teachers' salaries (1.15) and for upper secondary teachers' salaries (1.19) (OECD average: 1.66 at both levels). Total annual compulsory instruction time in primary and lower secondary public education in Denmark increased from 8 070 hours in 2014 to 10 040 hours in 2015 (OECD average 2015: 7 570 hours).
  • In contrast to other Nordic countries, men in Denmark are less likely to be unemployed than women. In 2014, 5.7% of 25-64 year-old women were unemployed compared with 5.0% of men. Denmark's 0.7 percentage-point difference was greater than the OECD average of 0.5 percentage point. Some 35.3% of tertiary graduates in engineering, manufacturing and construction in 2013 were women, the largest share among OECD and partner countries.
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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.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    Educational outcomes

    The share of 25-64 year-old women who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (25.3 %, rank 6/42 ) Download Indicator

    Participation in education

    In Denmark, the percentage of today's young people expected to graduate from upper secondary education during their lifetimes is one of the highest among OECD and partner countries with available data. (95.1 %, rank 7/28 ) Download Indicator

    In Denmark, the percentage of today's young women expected to graduate from upper secondary education is one of the highest among OECD and partner countries with available data. (100 %, rank 1/28 ) Download Indicator

    The percentage of today's young people expected to graduate from a doctorate or equivalent programme in Denmark ranks as one of the highest among OECD and partner countries with available data. (2.8 %, rank 4/40 ) Download Indicator

    Excluding mobile students, Denmark has one of the highest percentages of young people expected to graduate from short tertiary education before the age of 30. (8 Index, rank 6/17 ) Download Indicator

    Denmark has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (52 Index, rank 3/34 ) Download Indicator

    Excluding mobile students, Denmark has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (48 Index, rank 1/25 ) Download Indicator

    Excluding mobile students, Denmark has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (40 Index, rank 1/22 ) 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. (25.7 %, rank 5/33 ) 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. (20.9 %, rank 4/24 ) Download Indicator

    Excluding mobile students, Denmark has one of the highest percentages of young people expected to obtain a master's or an equivalent degree before the age of 30. (18.9 %, rank 4/21 ) Download Indicator

    Excluding mobile students, Denmark has one of the highest percentages of young people expected to complete a doctorate or an equivalent education during their lifetime. (1.9 %, rank 5/24 ) Download Indicator

    Excluding mobile students, Denmark has one of the highest percentages of young people expected to complete a doctorate or an equivalent education before the age of 30. (1.3 %, rank 4/21 ) Download Indicator

    Among OECD countries and partner economies with available data, Denmark has one of the highest percentages of young people expected to graduate from tertiary education during their lifetime. (62 Index, rank 4/23 ) Download Indicator

    Excluding mobile students, Denmark has one of the highest percentages of young people expected to graduate from tertiary education during their lifetimes. (54 Index, rank 4/19 ) Download Indicator

    Excluding mobile students, Denmark has one of the highest percentages of young people expected to graduate from tertiary education before the age of 30. (45.5 %, rank 2/16 ) Download Indicator

    A large share of international students graduate from tertiary programmes in Denmark compared to other OECD countries and partner economies. (13.5 %, rank 6/19 ) Download Indicator

    Compared to other OECD and partner countries, Denmark has a large share of international students among graduates from short-cycle tertiary programmes. (16.4 %, rank 3/17 ) Download Indicator

    The enrolment rate among 20-29 year-olds in Denmark is one of the highest among OECD and partner countries with available data. (44.9 %, rank 1/37 ) Download Indicator

    In Denmark, the number of expected years in formal education (all levels combined) between the ages of 5 and 39 is one of the highest among OECD and partner countries with available data. (19.6 Years, rank 2/39 ) Download Indicator

    The percentage of three-year-olds in early childhood education in Denmark is one of the highest among OECD and partner countries with available data. (96.3 %, rank 5/37 ) Download Indicator

    The percentage of four-year-olds in early childhood and primary education in Denmark is one of the highest among OECD and partner countries with available data. (97.2 %, rank 8/38 ) Download Indicator

    In Denmark the percentage of young people expected to enter bachelor's or equivalent programmes during their lifetimes is comparatively high. (71.4 %, rank 9/36 ) Download Indicator

    In Denmark, the percentage of international students enrolled in tertiary education is one of the highest among OECD and partner countries with available data. (10.1 %, rank 8/35 ) Download Indicator

    The expected number of years in education for 15-29 year-olds in Denmark is one of the highest among OECD and partner countries with available data. (9.3 %, rank 1/36 ) Download Indicator

    The expected number of years in education for 15-29 year-old men in Denmark is one of the highest among OECD and partner countries with available data. (9.1 %, rank 1/36 ) Download Indicator

    The expected number of years in education for 15-29 year-old women in Denmark is one of the highest among OECD and partner countries with available data. (9.6 %, rank 1/36 ) Download Indicator

    The expected number of years in full-time education for 5-39 year-old men in Denmark is one of the highest among OECD and partner countries with available data. (18.7 Years, rank 1/35 ) Download Indicator

    The expected number of years in full-time education for 5-39 year-old women in Denmark is one of the highest among OECD and partner countries with available data. (19.4 Years, rank 1/35 ) Download Indicator

    The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data. (97.9 %, rank 2/36 ) Download Indicator

    The percentage of young nationals expected to enter a short-cycle tertiary programme during their lifetime is comparatively high in Denmark. (28.5 %, rank 5/16 ) Download Indicator

    The percentage of young nationals expected to enter a bachelor's or equivalent programme during their lifetime is comparatively high. (65.8 %, rank 5/22 ) Download Indicator

    In Denmark, the percentage of young people expected to enter a master's or equivalent programme during their lifetime is relatively high. (32 %, rank 5/36 ) 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. (25.4 %, rank 6/22 ) Download Indicator

    The proportion of young people expected to enter a doctorate or equivalent programme during their lifetime in Denmark is relatively high. (3.7 %, rank 5/36 ) 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. (10.5 %, rank 4/14 ) Download Indicator

    Denmark has one of the highest percentages of students enrolled in public upper secondary institutions. (98 %, rank 3/39 ) 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. (87.4 %, rank 3/27 ) 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 highest among OECD and partner countries. (27.9 %, rank 10/20 ) 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 high. (29.4 %, rank 3/20 ) Download Indicator

    The percentage of 25-34 year-old female adults with a tertiary education and with the same educational attainment as their parents is comparatively high. (35.4 %, rank 3/20 ) 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. (56.1 %, rank 6/20 ) Download Indicator

    The percentage of 25-34 year-old male adults with a tertiary education and with the same educational attainment as their parents is comparatively high. (23.6 %, rank 3/20 ) Download Indicator

    Fields of education

    The proportion of male graduates in agriculture from upper secondary vocational programmes is one of the highest among OECD and partner countries. (8.5 %, rank 6/30 ) Download Indicator

    The proportion of female graduates in health and welfare from upper secondary vocational programmes is one of the highest among OECD and partner countries. (48.9 %, rank 1/30 ) Download Indicator

    The proportion of male graduates in health and welfare from upper secondary vocational programmes is one of the highest among OECD and partner countries. (8.1 %, rank 3/30 ) Download Indicator

    The proportion of female tertiary graduates in engineering, manufacturing and construction is one of the highest among OECD and partner countries. (35.3 %, rank 1/36 ) Download Indicator

    The proportion of female tertiary graduates in sciences is one of the lowest among OECD and partner countries. (35.4 %, rank 28/36 ) Download Indicator

    The proportion of female graduates in agriculture from tertiary programmes is one of the highest among OECD and partner countries. (67.4 %, rank 2/36 ) Download Indicator

    Problem solving in technology-rich environments

    The proportion of 25-64 year-olds without upper secondary 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. (13.2 %, rank 3/17 ) Download Indicator

    The proportion of 25-64 year-olds with an upper secondary or post-secondary non-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. (30.2 %, rank 6/17 ) Download Indicator

    The proportion of 25-64 year-old adults who demonstrate having good ICT (information and communication technologies) and problem-solving skills is one of the highest among other countries with available data. (37.2 %, rank 5/17 ) Download Indicator

    In Denmark, the proportion of adults between the ages of 25 and 34 who demonstrate having good ICT (information and communication technologies) and problem-solving skills is one of the highest among other countries with available data. (58 %, rank 5/17 ) Download Indicator

    In Denmark, the proportion of adults between the ages of 35 and 44 who demonstrate having good ICT (information and communication technologies) and problem-solving skills is one of the highest among other countries with available data. (48.1 %, rank 5/17 ) Download Indicator

    In Denmark, the proportion of adults between the ages of 45 and 54 who demonstrate having good ICT (information and communication technologies) and problem-solving skills is one of the highest among other countries with available data. (30.2 %, rank 5/17 ) Download Indicator

    The share of men among 25-64 year-old adults who demonstrate having good ICT (information and communication technologies) and problem-solving skills is relatively high compared to other countries. (39.1 %, rank 5/17 ) Download Indicator

    The share of women among 25-64 year-old adults who demonstrate having good ICT (information and communication technologies) and problem-solving skills is relatively high compared to other countries. (35.2 %, rank 6/17 ) Download Indicator

    Among 25-64 year-old adults who reported that they are required to complete complex ICT (information and communication technologies) tasks at work, the percentage of adults with good ICT and problem-solving skills is relatively high. (68.9 %, rank 5/17 ) Download Indicator

    The percentage of adults with good ICT (information and communication technologies) and problem-solving skills among 25-64 year-old adults whose job does not require ICT skills is relatively high. (13.3 %, rank 5/17 ) Download Indicator

    The percentage of workers with good ICT (information and communication technologies) and problem-solving skills among 25-64 year-old adults in the field of human, health and social work is quite high. (34.4 %, rank 5/17 ) Download Indicator

    The percentage of 25-64 year old adults with good ICT (information and communication technologies) and problem-solving skills among workers in manufacturing jobs is quite high. (41.2 %, rank 4/17 ) Download Indicator

    Resources for education

    Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (10953 USD Equivalent, rank 5/38 ) Download Indicator

    The share of private expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (2.8 %, rank 31/36 ) Download Indicator

    Public expenditure on educational institutions from primary through post-secondary non-tertiary level is one of the highest compared to other OECD and partner countries with available data. (97.2 %, rank 6/36 ) Download Indicator

    Teachers

    After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (53431 USD Equivalent, rank 7/32 ) Download Indicator

    After 15 years of experience, an upper secondary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (54979 USD Equivalent, rank 6/31 ) Download Indicator

    After 15 years of experience, a pre-primary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (45724 USD Equivalent, rank 6/26 ) Download Indicator

    After 15 years of experience, a primary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (52672 USD Equivalent, rank 7/32 ) Download Indicator

    The ratio of pre-primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.82 Ratio, rank 5/19 ) Download Indicator

    The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.99 Ratio, rank 2/20 ) Download Indicator

    The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.01 Ratio, rank 2/20 ) 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. (0.83 Ratio, rank 14/21 ) 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. (1.16 Ratio, rank 31/32 ) Download Indicator

    The change between 2003 and 2013 in statutory salaries for upper secondary teachers with 15 years of experience and minimum training is comparatively small in Denmark. (97 Index, rank 15/24 ) Download Indicator

    The number of hours per year primary teachers spend teaching in public institutions is comparatively small in Denmark. (662 Hours, rank 25/32 ) Download Indicator

    The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively small in Denmark. (369 Hours, rank 32/32 ) Download Indicator

    Starting salaries for teachers with minimum training in primary education are especially high. (45860 USD Equivalent, rank 4/35 ) Download Indicator

    Salaries of primary school teachers with minimum training after 10 years of experience are especially high. (50958 USD Equivalent, rank 6/33 ) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially high. (46144 USD Equivalent, rank 4/35 ) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (51640 USD Equivalent, rank 7/33 ) Download Indicator

    Starting salaries for upper secondary teachers with minimum training are especially high. (46218 USD Equivalent, rank 4/34 ) Download Indicator

    Salaries of upper secondary teachers with minimum training after 10 years of experience are especially high. (54979 USD Equivalent, rank 7/32 ) Download Indicator

    Starting salaries for pre-primary teachers with minimum training are especially high. (40284 USD Equivalent, rank 3/29 ) Download Indicator

    Salaries of pre-primary teachers with minimum training after 10 years of experience are especially high. (45724 USD Equivalent, rank 5/27 ) Download Indicator

    After 15 years of experience, an upper secondary teacher can expect to have one of the highest salaries per hour of net teaching time among OECD and partner countries with available data. (149 USD Equivalent, rank 2/28 ) 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. (1.14 Ratio, rank 24/26 ) 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. (1.15 Ratio, rank 32/32 ) 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. (1.19 Ratio, rank 30/31 ) Download Indicator

    It takes lower secondary teachers less time to progress through the salary scale in Denmark compared to other OECD and partner countries. (12 Years, rank 26/32 ) Download Indicator

    After 15 years of experience, a primary teacher can expect to have one of the highest salaries per hour of net teaching time among OECD and partner countries with available data. (80 USD Equivalent, rank 3/29 ) Download Indicator

    After 15 years of experience, a lower secondary teacher can expect to have one of the highest salaries per hour of net teaching time among OECD and partner countries with available data. (81 USD Equivalent, rank 6/30 ) Download Indicator

    The average actual pre-primary teacher's salary is one of the highest per hour of net teaching time among OECD and partner countries with available data. (45867 USD Equivalent, rank 6/21 ) Download Indicator

    The average actual primary teacher's salary is one of the highest per hour of net teaching time among OECD and partner countries with available data. (55305 USD Equivalent, rank 4/22 ) Download Indicator

    The average actual lower secondary teacher's salary is one of the highest per hour of net teaching time among OECD and partner countries with available data. (56025 USD Equivalent, rank 5/22 ) Download Indicator

    The average actual upper secondary teacher's salary is one of the highest per hour of net teaching time among OECD and partner countries with available data. (62390 USD Equivalent, rank 5/24 ) Download Indicator

    Among 25-64 year-old teachers (teaching both pre-primary and primary school, primary and secondary levels), Denmark has one of the highest percentages of those with good ICT (information and communication technologies) and problem-solving skills. (41.8 %, rank 10/15 ) 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 low. (63.4 %, rank 12/15 ) Download Indicator

    The percentage of 25-64 year-old teachers (teaching both pre-primary and primary school, primary and secondary levels) who report having the computer skills needed to do their job is quite low. (82.5 %, rank 13/15 ) Download Indicator

    Classroom environment

    In Denmark, 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. (1200 Hours, rank 1/23 ) Download Indicator

    The total compulsory instruction time for primary students in Denmark is one of the longest among OECD and partner countries with available data. (6680 Hours, rank 1/34 ) Download Indicator

    In Denmark, 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. (7360 Hours, rank 1/23 ) Download Indicator

    In Denmark, total intended instruction time for lower secondary students is among the longest among OECD and partner countries with available data. (3600 Hours, rank 5/23 ) Download Indicator

    The total compulsory instruction time for primary and lower secondary student in Denmark is among the longest among OECD and partner countries with available data. (10040 Hours, rank 1/34 ) Download Indicator

    In Denmark, total intended instruction time for primary and lower secondary students (in hours per year) is among the longest among OECD and partner countries with available data. (10960 Hours, rank 1/23 ) Download Indicator

    In Denmark, compulsory instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (954 Hours, rank 6/34 ) Download Indicator

    In Denmark, the intended instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1051 Hours, rank 2/23 ) Download Indicator

    In Denmark, compulsory instruction time for lower secondary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1120 Hours, rank 3/34 ) 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. (10 Years, rank 1/36 ) 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. (7 Years, rank 1/36 ) Download Indicator

    Economic and social outcomes

    The employment rate among 25-64 year-olds with tertiary education is comparatively high. (86.3 %, rank 8/37 ) Download Indicator

    The employment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively high. (79.4 %, rank 8/37 ) Download Indicator

    The employment rate among 25-64 year-old women with upper secondary or post-secondary non-tertiary education is comparatively high. (75.1 %, rank 6/37 ) Download Indicator

    The employment rate among 25-64 year-old women with tertiary education is comparatively high. (84.2 %, rank 6/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with tertiary education is comparatively high. (7.2 %, rank 10/37 ) Download Indicator

    Compared with other OECD and partner countries, the earnings of women without an upper secondary education are relatively high compared to those of women with an upper secondary education. (81 Index, rank 6/34 ) 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 low. (140 Index, rank 28/34 ) 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 low. (126 Index, rank 34/34 ) 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 low. (129 Index, rank 32/34 ) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds without an upper secondary education with income from employment) are one of the highest among countries with available data. (82.9 %, rank 5/33 ) Download Indicator

    The percentage of upper secondary graduates in health and welfare is one of the highest among OECD countries and partner economies with available data. (28.8 %, rank 1/30 ) 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. (85.1 %, rank 5/32 ) 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. (89.5 %, rank 6/32 ) Download Indicator

    The employment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is high compared to other OECD and partner countries. (95.9 %, rank 4/30 ) Download Indicator

    The unemployment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is high compared to other OECD and partner countries. (12.1 %, rank 5/27 ) 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. (114 Index, rank 16/20 ) 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. (111 Index, rank 21/21 ) 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. (166 Index, rank 14/17 ) 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 highest among OECD and partner countries with available data. (137 Index, rank 1/13 ) Download Indicator

    In Denmark, 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 low. (173 Index, rank 13/17 ) Download Indicator

    The percentage of 25-64 year-olds with upper secondary or post-secondary non-tertiary education who report that they volunteer at least once a month is one of the highest among other countries with available data. (26.6 %, rank 3/20 ) Download Indicator

    The percentage of 25-64 year-olds with upper secondary or post-secondary non-tertiary education reporting that they trust others is one of the highest among other countries with available data. (41.6 %, rank 1/20 ) Download Indicator

    The percentage of 25-64 year-olds with upper secondary or post-secondary non-tertiary education who believe they have a say in government is among the highest across OECD and partner countries. (46.9 %, rank 1/20 ) Download Indicator

    The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively small in Denmark. (12.7 %, rank 27/36 ) Download Indicator

    The percentage of 15-29 year-olds with an upper secondary or post-secondary degree who are neither employed nor in education or training is comparatively low in Denmark. (11.5 %, rank 26/35 ) 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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    • 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.