Country
Data profiles:
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
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Educational outcomes
The proportion of 25-64 year-old men who have attained a vocational degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (2.2 %, rank 32/33 , 2018) Download Indicator
The proportion of 25-64 year-old women who have attained a vocational degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (5.3 %, rank 31/33 , 2018) Download Indicator
Mexico has one of the lowest percentages of 25-64 year-olds whose highest education level is a short-cycle tertiary education degree. (0.5 %, rank 36/41 , 2018) Download Indicator
The proportion of 25-64 year-olds who attained a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (0.1 %, rank 34/36 , 2018) Download Indicator
The average age of upper secondary graduates from vocational programmes in Mexico is one of the lowest among OECD and partner countries with available data (18.4 Years, rank 29/36 , 2017) Download Indicator
Attainment by gender
Mexico has one of the smallest shares of 25-64 year-old men whose highest education level is a short-cycle tertiary education degree. (0.4 %, rank 36/40 , 2018) Download Indicator
Mexico has one of the smallest shares of 25-64 year-old women whose highest education level is a master's or equivalent tertiary education degree. (1.4 %, rank 38/43 , 2018) Download Indicator
The share of 25-64 year-old men who attained a doctoral or equivalent tertiary education degree is one of the smallest among countries with available data. (0.1 %, rank 34/35 , 2018) Download Indicator
The share of 25-64 year-old women who attained a doctoral or equivalent tertiary education degree is one of the smallest among countries with available data. (0.1 %, rank 34/35 , 2018) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of arts is one of the lowest among OECD countries and partner economies with available data. (2.6 %, rank 13/17 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of arts and humanities, social sciences, journalism and information is one of the lowest among OECD countries and partner economies with available data. (13.1 %, rank 27/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of business, administration and law is one of the highest among OECD countries and partner economies with available data. (35 %, rank 3/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is one of the lowest among OECD countries and partner economies with available data. (3.1 %, rank 28/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health (nursing and associate health fields) is one of the highest among OECD countries and partner economies with available data. (4.7 %, rank 9/14 , 2018) Download Indicator
Participation in education
The enrolment rate among 15-19 year-olds in Mexico is one of the lowest among OECD and partner countries with available data. (61.1 %, rank 38/39 , 2017) Download Indicator
The percentage of three-year-olds in early childhood education in Mexico is one of the lowest among OECD and partner countries with available data. (46.9 %, rank 33/40 , 2017) Download Indicator
Graduation expectancy
The percentage of young people expected to graduate from vocational programmes in upper secondary education during their lifetimes in Mexico is comparatively low (20.1 %, rank 25/34 , 2017) Download Indicator
In Mexico, 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. (60.6 %, rank 35/38 , 2017) Download Indicator
In Mexico, the percentage of today's young people expected to graduate from upper secondary education before turning 25 is one of the lowest among OECD and partner countries with available data. (59.5 %, rank 29/30 , 2017) Download Indicator
The percentage of today's young people expected to graduate from a doctoral or equivalent programme in Mexico ranks as one of the lowest among OECD and partner countries with available data. (0.5 %, rank 31/39 , 2017) Download Indicator
Mexico has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (29.5 %, rank 30/37 , 2017) Download Indicator
The percentage of today's young people expected to obtain a master's or an equivalent degree during their lifetime is one of the lowest among OECD countries and partner economies with available data. (5.6 %, rank 32/38 , 2017) Download Indicator
Among OECD countries and partner economies with available data, Mexico has one of the lowest percentages of young people expected to graduate from tertiary education during their lifetime. (32 %, rank 27/29 , 2017) Download Indicator
Graduation by gender
In Mexico, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively high. (38.7 %, rank 9/42 , 2017) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (3.4 %, rank 41/44 , 2017) Download Indicator
The percentage of tertiary graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (33.2 %, rank 6/44 , 2017) Download Indicator
The percentage of tertiary graduates in the field of natural sciences, mathematics and statistics is one of the lowest among OECD and partner countries with available data. (2.4 %, rank 41/44 , 2017) Download Indicator
The percentage of tertiary graduates in the field of information and communication technologies is one of the highest among OECD and partner countries with available data. (5.4 %, rank 9/43 , 2017) Download Indicator
The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (17.5 %, rank 9/44 , 2017) Download Indicator
The percentage of tertiary graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (11 %, rank 36/44 , 2017) Download Indicator
The share of doctoral graduates in the field of arts and humaties in Mexico is relatively small. (3 %, rank 43/45 , 2017) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Mexico is relatively large. (25.1 %, rank 2/45 , 2017) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Mexico is relatively small. (10.4 %, rank 43/45 , 2017) Download Indicator
The share of doctoral graduates in the field of engineering, manufacturing and construction in Mexico is relatively small. (7.5 %, rank 40/45 , 2017) Download Indicator
The share of doctoral graduates in the field of health and welfare in Mexico is relatively small. (2.5 %, rank 43/45 , 2017) Download Indicator
Fields of education
In Mexico, the percentage of new entrants to tertiary education in the field of arts and humanities is relatively low. (3.7 %, rank 35/35 , 2017) Download Indicator
In Mexico, the percentage of new entrants to tertiary education in the field of natural sciences, mathematics and statistics is relatively low. (3 %, rank 31/35 , 2017) Download Indicator
In Mexico, the percentage of new entrants to tertiary education in the field of information and communication technologies (ICTs) is relatively low. (1.8 %, rank 34/34 , 2017) Download Indicator
The share of female who enter tertiary education in the field of arts and humanities is one of the smallest among OECD and partner countries with available data. (55.2 %, rank 31/34 , 2017) Download Indicator
The share of female who enter tertiary education in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (67.1 %, rank 31/34 , 2017) Download Indicator
In Mexico, the share of female among new entrants to doctoral programmes enrolled in the field of education is relatively small. (59.7 %, rank 28/33 , 2017) Download Indicator
Student mobility
Mexico has one of the smallest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (0.6 %, rank 40/46 , 2017) Download Indicator
In Mexico, international students from North America are most represented among all international students, compared to other OECD and partner countries with available data. (45.1 %, rank 1/45 , 2017) Download Indicator
In Mexico, international students from Latin America and the Caribbean are most represented among all international students, compared to other OECD and partner countries with available data. (46.6 %, rank 6/45 , 2017) Download Indicator
In Mexico, international students from Asia are least represented among all international students, compared to other OECD and partner countries with available data. (1.7 %, rank 43/45 , 2017) Download Indicator
In Mexico, international students from Europe are least represented among all international students, compared to other OECD and partner countries with available data. (4.4 %, rank 37/45 , 2017) Download Indicator
Organisation of the education system
In Mexico, compulsory instruction time for lower secondary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1167 Hours, rank 3/36 , 2019) Download Indicator
Classes in lower secondary public institutions are comparatively large in Mexico. (28 Students, rank 6/34 , 2016) Download Indicator
Classes in lower secondary private institutions are comparatively large in Mexico. (24 Students, rank 6/32 , 2016) Download Indicator
Resources for education
In Mexico, the salary cost of primary teachers per student is comparatively low. (1159 USD Equivalent, rank 28/30 , 2017) Download Indicator
In Mexico, the salary cost of lower-secondary teachers per student is comparatively low. (1061 USD Equivalent, rank 29/30 , 2017) Download Indicator
The salary cost of lower secondary teachers per students (as a percentage of GDP per capita) in Mexico is one of the lowest among OECD and partner countries with available data. (5.4 %, rank 27/30 , 2017) Download Indicator
The salary cost of upper secondary teachers per students (in USD) in Mexico is one of the lowest among OECD and partner countries with available data. (1743 USD Equivalent, rank 14/16 , 2017) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the lowest among OECD and partner countries with available data. (7347 USD Equivalent, rank 34/35 , 2016) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and partner countries with available data. (3632 USD Equivalent, rank 35/35 , 2016) Download Indicator
Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (2961 USD Equivalent, rank 35/35 , 2016) Download Indicator
Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data. (3167 USD Equivalent, rank 34/35 , 2016) 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 partner countries with available data. (3062 USD Equivalent, rank 35/35 , 2016) Download Indicator
Annual expenditure per tertiary student is one of the lowest among OECD and partner countries with available data. (5865 USD Equivalent, rank 31/32 , 2016) Download Indicator
Annual expenditure per student on research and development in tertiary education is one of the lowest among OECD and partner countries with available data. (1483 USD Equivalent, rank 29/32 , 2016) Download Indicator
Annual expenditure per student for core, ancillary services and R&D, from primary to tertiary institutions is one of the lowest among OECD and partner countries with available data. (3632 USD Equivalent, rank 35/35 , 2016) Download Indicator
Annual expenditure per student for core, ancillary services and research and development, from tertiary institutions is one of the lowest among OECD and partner countries with available data. (7347 USD Equivalent, rank 34/35 , 2016) Download Indicator
Expenditure per student on research and development for primary to tertiary education in Mexico is comparatively low. (197 USD Equivalent, rank 30/32 , 2016) Download Indicator
In Mexico, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary, is relatively low. (3062 USD Equivalent, rank 35/35 , 2016) Download Indicator
Excluding R&D activities, the total expenditure on educational institutions per full-time equivalent student in primary to tertiary, is relatively low in Mexico. (3435 USD Equivalent, rank 32/32 , 2016) Download Indicator
Public and private expenditure in education
The share of private expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (18.9 %, rank 3/34 , 2016) Download Indicator
In Mexico, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively high. (16.4 %, rank 2/38 , 2016) Download Indicator
In Mexico, international expenditure on educational institutions as a percentage of total expenditure on tertiary education is relatively low. (0 %, rank 25/30 , 2016) Download Indicator
In Mexico, the share of public expenditure on educational institutions, for primary secondary and post-secondary non-tertiary education is comparatively small. (81.1 %, rank 33/35 , 2016) Download Indicator
Total public expenditure on education as a percentage of total government expenditure, for primary, secondary and post-secondary non-tertiary education is relatively high in Mexico compared to OECD and partner countries with available data. (12.4 %, rank 1/39 , 2016) Download Indicator
Teachers
The number of days of instruction in a school year in lower secondary school is especially high. (195 Days, rank 7/33 , 2018) Download Indicator
The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively low in Mexico. (519 Hours, rank 26/26 , 2018) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in primary schools is one of the highest among OECD countries and partner countries with available data. (26.6 Ratio, rank 3/41 , 2016) Download Indicator
The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (28.6 Ratio, rank 1/38 , 2016) Download Indicator
Who the teachers are
The share of women among teaching staff in primary education is one of the smallest among OECD and partner countries with available data. (68.4 %, rank 35/40 , 2017) Download Indicator
The share of women among teaching staff in lower secondary education is one of the smallest among OECD and partner countries with available data. (53.4 %, rank 35/39 , 2017) Download Indicator
The share of women among teaching staff in upper secondary education is one of the smallest among OECD and partner countries with available data. (48.2 %, rank 35/39 , 2017) 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. (33641 USD Equivalent, rank 25/33 , 2018) Download Indicator
Teachers' salaries progression
The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the most rewarding among OECD and partner countries with available data. (2.01 Ratio, rank 7/34 , 2018) Download Indicator
Starting salaries for teachers with minimum training in primary education are especially low. (20851 USD Equivalent, rank 28/37 , 2018) Download Indicator
Salaries of primary school teachers with minimum training after 10 years of experience are especially low. (20933 USD Equivalent, rank 29/34 , 2018) Download Indicator
Salaries of primary school teachers with minimum training at the top of scale are especially low. (33076 USD Equivalent, rank 26/34 , 2018) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially low. (27053 USD Equivalent, rank 26/34 , 2018) Download Indicator
Salaries of pre-primary teachers with minimum training after 10 years of experience are especially low. (20933 USD Equivalent, rank 23/28 , 2018) 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. (1.23 Ratio, rank 32/34 , 2018) Download Indicator
In lower secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively high. (3.09 Ratio, rank 2/34 , 2017) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a short-cycle tertiary education degree is low compared to other OECD and partner countries. (71.9 %, rank 35/38 , 2018) Download Indicator
The employment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is low compared to other OECD and partner countries. (84.1 %, rank 37/41 , 2018) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is low compared to other OECD and partner countries. (3.2 %, rank 34/38 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64, with below upper secondary education, the share of those who have been unemployed for less than 3 months is one of the largest in Mexico, compared to other OECD countries. (89 %, rank 1/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with below upper secondary education, the share of those who have been unemployed for at least 3 months to less than 12 months is one of the smallest in Mexico, compared to other OECD countries. (9.9 %, rank 31/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with below upper secondary education, the share of those who have been unemployed for at least 12 months is one of the smallest in Mexico, compared to other OECD countries. (1.1 %, rank 38/38 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with upper secondary or post-secondary non-tertiary education, the share of those who have been unemployed for at least 3 months to less than 12 months is one of the smallest in Mexico, compared to other OECD countries. (17.1 %, rank 31/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with upper secondary or post-secondary non-tertiary education, the share of those who have been unemployed for at least 12 months is one of the smallest in Mexico, compared to other OECD countries. (1.4 %, rank 38/38 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for less than 3 months is one of the largest in Mexico, compared to other OECD countries. (73.9 %, rank 1/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for at least 3 months to less than 12 months is one of the smallest in Mexico, compared to other OECD countries. (22.6 %, rank 30/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for at least 12 months is one of the smallest in Mexico, compared to OECD countries. (3.5 %, rank 38/38 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is high in Mexico. (14.6 %, rank 8/43 , 2018) Download Indicator
Earnings and educational attainment
The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (85.3 %, rank 3/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (34.4 %, rank 8/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively low. (21.5 %, rank 22/27 , 2016) Download Indicator
The earnings of men without an upper secondary education are relatively low compared to those of men with an upper secondary education. (62 Index, rank 37/37 , 2016) Download Indicator
The earnings of women without an upper secondary education are relatively low compared to those of women with an upper secondary education. (59 Index, rank 37/37 , 2016) Download Indicator
The earnings of adults without an upper secondary education are relatively low compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (59 Index, rank 37/37 , 2016) Download Indicator
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. (202 Index, rank 4/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the lowest among countries with available data. (73.9 %, rank 28/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with tertiary education and income from employment) are one of the lowest among countries with available data. (66.5 %, rank 36/37 , 2016) Download Indicator
Neither in education nor employed
The proportion of 15-19 year-olds who are neither employed nor in education or training is comparatively large in Mexico. (13.7 %, rank 6/40 , 2018) Download Indicator
The percentage of 20-24 years-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (9.2 %, rank 35/40 , 2018) Download Indicator
The percentage of 15-19 years-old women neither employed nor in education or training is one of the highest among OECD countries and partner economies with available data. (20 %, rank 4/40 , 2018) Download Indicator
Migrant background
The proportion of 25-64 year-old native-born people who have attained tertiary education is one of the lowest among OECD and partner countries with available data. (17.3 %, rank 30/30 , 2015) Download Indicator
The employment rate of foreign-born aged between 25 and 64 with tertiary education is comparatively low. (74.8 %, rank 25/30 , 2015) Download Indicator
The employment rate of foreign-born aged between 25 and 64 with upper secondary or post-secondary non-tertiary education is comparatively low. (63.9 %, rank 26/30 , 2015) Download Indicator
The employment rate of native-born aged between 25-64 with tertiary education is comparatively low. (80 %, rank 29/30 , 2015) Download Indicator
The employment rate of native-born aged between 25 and 34 with tertiary education is comparatively low. (70.6 %, rank 26/30 , 2015) Download Indicator
The percentage of foreign-born aged between 25 and 64 who attained upper secondary or post-secondary non tertiary education is one of the lowest among OECD and partner countries with available data. (27.3 %, rank 27/30 , 2015) Download Indicator
The percentage of native-born aged between 25 and 64 who attained upper secondary or post-secondary non tertiary education is one of the lowest among OECD and partner countries with available data. (20.2 %, rank 29/30 , 2015) Download Indicator
The percentage of foreign-born aged between 15 and 29 who are neither employed nor in education and training is one of the highest among OECD and partner countries with available data. (21.4 %, rank 9/29 , 2015) Download Indicator
The percentage of foreign-born aged between 15 and 29 and who are not in education and employed is one of the lowest among OECD and partner countries with available data. (30.8 %, rank 30/30 , 2015) Download Indicator
The percentage of foreign-born aged between 15 and 29 and who are not in education is one of the lowest among OECD and partner countries with available data. (52.2 %, rank 26/30 , 2015) Download Indicator
The percentage of foreign-born aged between 15 and 29 and who are in education is one of the lowest among OECD and partner countries with available data. (37.5 %, rank 29/30 , 2015) Download Indicator
The percentage of native-born 15-29 year-olds neither employed nor in education and training is one of the highest among OECD and partner countries with available data. (21.2 %, rank 3/30 , 2015) Download Indicator
Social outcomes
Among employed adults (25-64 years-old) with below upper secondary education, a large share have difficulties to fulfill their family responsabilities because of their jobs, compared to other countries with available data. (44.8 %, rank 9/18 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with below upper secondary education who have concentration difficulties at work because of family responsabilities is high in Mexico. (35.2 %, rank 3/18 , 2015) Download Indicator
General findings
- In 2018, 44% of 25-34 year-olds held a tertiary degree, compared to 35% in 2008, on average across OECD countries.
- Tertiary-educated adults also reap higher earnings, although this varies by field of study. Their advantage increases with age too: 25-34 year-olds with tertiary education earn 38% more than their peers with upper secondary education while 45-54 year-olds earn 70% more.
- While engineering, manufacturing and construction, and information and communication technologies are two fields most commonly associated with the best labour market outcomes, only 14% of graduates earned a degree in the former and 4% earned a degree in the latter in 2017.
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- Although graduation from upper secondary education increased by 6 percentage points between 2005 and 2017, 15% of 25-34 year-olds did not attain upper secondary education in 2018, on average across OECD countries.
- In some countries, vocational programmes are prominent at the upper secondary level. On average across OECD countries, 40% of first-time upper secondary graduates earned a vocational qualification in 2017; in Austria, the Czech Republic, the Slovak Republic and Slovenia, more than 66% of this population did.
- At the lower secondary level, the average class shrank by 6% while teachers' statutory salaries increased by 8% between 2005 and 2017, on average across OECD countries.
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- In 2017, more than one in three children under the age of three were enrolled in early childhood education and care services, on average across OECD countries - an increase of 7 percentage points compared to 2010.
- Between the age of 3 to 5, on average across OECD countries, 87% of children are enrolled in pre-primary and primary education.
- Annual expenditure per child in early childhood development programmes was greater than in pre-primary education in 2016 on average across OECD countries. However, as a share of GDP, expenditure on early childhood development is lower.
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- In 2016, expenditure per tertiary student amounted to USD 15 556, approximately one-third of which was devoted to research and development.
- Private sources financed more than 30% of the expenditure, on average, at the tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
- OECD countries spent an average of 3.5% of GDP on primary, secondary and post-secondary non-tertiary institutions in 2016, and public expenditure at this level increased by 18% since 2005.
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- About 10% of primary and secondary teachers are under the age of 30, on average across OECD countries.
- While the teaching profession is dominated by women, the share of female teachers decreases with the level of education taught: almost all teachers at the pre-primary level are women, however they make up less than half of the teaching force at tertiary level.
- Salaries tend to increase with the level of education taught, but teachers' earnings remain between 78% and 93% of the earnings of other tertiary-educated adults.
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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 2019 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.