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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 Spain

Spain
Overview of the education system (EAG 2016)
  • Spain has a similar gender distribution across the fields of tertiary education to most OECD countries. Still, tertiary-educated women in Spain earn about 82% of what similarly educated men earn, higher than the OECD average of 73%.
  • Over the past decade, tertiary education has expanded in Spain, with the share of tertiary-educated adults increasing from 29% in 2005 to 35% in 2015.
  • Spain has almost full enrolment rates for early childhood educational programmes; with more than half of the pupils enrolled in public institutions. In Spain, the greatest share of public funds for primary, secondary and post-secondary non-tertiary education, 80%, comes from regional governments (OECD average 22%), while in most OECD countries the central government provides a greater share of public funds – on average 56%.
  • Teachers’ statutory salaries are higher in Spain than the average across OECD and EU22* countries based on minimum qualifications. For example, the starting salary for lower secondary teachers is USD 40 5001 compared to the OECD average of USD 31 000.
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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 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (66 %, rank 36/43 ) Download Indicator

    Participation in education

    Spain has one of the highest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (22 %, rank 8/32 ) 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. (20 %, rank 9/38 ) Download Indicator

    Among OECD countries and partner economies with available data, Spain has one of the highest percentages of young people expected to graduate from tertiary education during their lifetime. (59 %, rank 5/30 ) Download Indicator

    Among OECD and partner countries with available data, Spain has one of the lowest percentages of female graduates from tertiary programmes. (55 %, rank 23/31 ) Download Indicator

    The percentage of three-year-olds in early childhood education in Spain is one of the highest among OECD and partner countries with available data. (96 %, rank 4/33 ) Download Indicator

    The percentage of four-year-olds in early childhood and primary education in Spain is one of the highest among OECD and partner countries with available data. (97 %, rank 8/34 ) Download Indicator

    Classroom environment

    The number of instruction days per year for lower secondary students is one of the lowest among OECD and partner countries with available data. (175 Days, rank 27/35 ) Download Indicator

    The number of instruction days per year for primary students is one of the lowest among OECD and partner countries with available data. (175 Days, rank 29/35 ) Download Indicator

    Classes in in private primary institutions are comparatively large in Spain. (24 Students, rank 6/31 ) Download Indicator

    Classes in lower secondary private institutions are comparatively large in Spain. (26 Students, rank 6/32 ) 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. (6021 USD Equivalent, rank 22/30 ) Download Indicator

    In Spain, public expenditure on education as a percentage of total public expenditure is comparatively low. (8 %, rank 29/34 ) 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. (141 Index, rank 3/27 ) 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 smallest of all OECD countries and partner economies with available data. (89 Index, rank 26/28 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively small. (95 Index, rank 29/31 ) Download Indicator

    Teachers

    The number of students per teacher in tertiary institutions is one of the smallest among OECD and partner countries with available data. (13 Students, rank 29/33 ) Download Indicator

    The number of hours per year primary teachers spend teaching in public institutions is comparatively large in Spain. (880 Hours, rank 7/30 ) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Spain. (11 Ratio, rank 16/22 ) Download Indicator

    In Spain, the ratio of students to teaching staff in bachelor's and tertiary advanced research programmes is one of the lowest compared to other OECD and partner countries with available data. (13 Ratio, rank 25/29 ) Download Indicator

    Who the teachers are

    The share of teachers younger than 30 in secondary schools is among the smallest among OECD and partner countries with available data. (3 %, rank 32/35 ) Download Indicator

    The share of women among teaching staff in pre-primary education is one of the smallest among OECD and partner countries with available data. (92 %, rank 36/38 ) Download Indicator

    Teachers' salaries

    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. (41940 USD Equivalent, rank 7/23 ) Download Indicator

    Starting salaries for teachers with minimum training in primary education are especially high. (36405 USD Equivalent, rank 8/33 ) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (43791 USD Equivalent, rank 10/30 ) Download Indicator

    Starting salaries for pre-primary teachers with minimum training are especially high. (36405 USD Equivalent, rank 6/26 ) Download Indicator

    Salaries of pre-primary teachers with minimum training after 10 years of experience are especially high. (39371 USD Equivalent, rank 8/24 ) Download Indicator

    Salaries of pre-primary teachers with minimum training at the top of scale are especially high. (51304 USD Equivalent, rank 8/24 ) 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. (48 USD Equivalent, rank 6/20 ) 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 18/25 ) 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 24/31 ) 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 23/31 ) Download Indicator

    Economic and social outcomes

    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. (139 Index, rank 32/37 ) Download Indicator

    The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively large in Spain. (27 %, rank 4/40 ) Download Indicator


    The data table will display up to six selected countries.
    General findings
    • Labour market outcomes are better among the higher-educated: on average across OECD countries, the unemployment rate is 12.4% for adults with below upper secondary education, while it is 4.9% for the tertiary-educated.
    • In all OECD countries, earnings differentials between adults with tertiary education and those with upper secondary education are generally more pronounced than the difference between the earnings of those with upper secondary education and those with below upper secondary education. This suggests large earnings advantages for tertiary education. On average, adults with a master's, doctoral or equivalent degree earn almost twice as those with upper secondary education across OECD countries, and those with a bachelor's or equivalent degree earn 48% more, while those with a short-cycle tertiary degree earn only about 20% 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.
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    • Across all levels of educational attainment, the gender gap in earnings persists, and although women generally have higher educational attainment, a large gender gap in earnings is seen between male and female full-time workers with tertiary education.
    • Across OECD_countries, tertiary-educated women earn only 73% as much as tertiary-educated men. This gender gap of 27% in earnings for tertiary-educated adults is higher than the gender gap for adults with below upper secondary (24%) and adults with upper secondary or post-secondary non-tertiary education (22%).
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    • In a majority of OECD countries, education now begins for most children well before they are 5-years-old. Some 71% of 3-year-olds are enrolled in early childhood education across OECD countries.
    • Based on current patterns, it is estimated that an average of 85% of today's young people in OECD_countries will complete upper secondary education over their lifetime.
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    • Based on current patterns of graduation, an average of 36% of today's young people across OECD countries are expected to graduate from tertiary education at least once before the age of 30.
    • In 2014, a majority of first-time tertiary graduates (72%) earned a bachelor's degree, 12% earned a_master's degree and 16% earned a short-cycle tertiary diploma, on average across OECD countries.
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    • On average, OECD countries spend USD 10 493 per student per year on primary through tertiary educational institutions: USD 8 477 per primary student, USD 9 980 per lower secondary student, USD 9 990 per upper secondary student and USD 15 772 per tertiary student.
    • In 2013, OECD countries spent an average of 5.2% of their gross domestic product (GDP) on educational institutions from primary to tertiary education, ranging from 3.5% in Luxembourg to 6.7% in the United Kingdom.
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    • The average primary school class in OECD countries has 21 students, and this average increases to 23 in lower secondary education. These figures represent a decrease when compared to the OECD_average class sizes in 2005.
    • The difference in average class size between public and private institutions in primary education varies substantially across OECD countries, but is considerably larger in partner countries.
    • There are 15 students per teacher in primary education, on average across OECD countries. The_figure increases to 17 students per teacher, on average, at the tertiary level.
    • On average across OECD countries, pre-primary teachers' actual salaries are 74% of the earnings of a tertiary-educated 25-64 year-old full-time, full-year worker. Primary teachers are paid 81% of these benchmark earnings, lower secondary teachers 85% and upper secondary teachers 89%.
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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.