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New Zealand
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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 New Zealand

    New Zealand
    Overview of the education system (EAG 2015)
  • In early childhood education, New Zealand's per child investment is high, participation is almost universal, and child to teacher ratios are low. New Zealand is in a group of 7 countries where more than 95% of 3 and 4 year-olds participate in early childhood education programmes. Annual expenditure per child in early childhood educational development was USD 12 656 (OECD average: USD 12 324).
  • Computers and the use of information and communications technology (ICT) in education are now widespread with children in New Zealand getting online young and most using the Internet extensively at school. In New Zealand, 24% of students had already accessed the Internet before they were 6 years old (OECD average: 15%). and 62% of students spend up to one hour at school using the Internet (OECD average: 47%).
  • New Zealand continues to attract many international students, particularly at higher levels of tertiary education. In 2013, international students made up 21% of students enrolled in short-cycle tertiary programmes (OECD average: 5%), 13% of bachelor's or equivalent (OECD average: 6%), 20% of master's (OECD average: 14%) and 43% of doctoral students (OECD average: 24%).
  • Students in New Zealand face potentially high financial obstacles to entry into tertiary education, but significant public support is also available. Public tertiary institutions charge tuition fees of USD 4 133 on average for bachelor's programmes, but 87% of students benefit from public loans or scholarships/grants and 37% benefit from both. During their studies, students in New Zealand are charged no interest on public loans, and loans remain interest-free for borrowers who continue to reside in New Zealand after their studies.
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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 percentage of 25-64 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the highest among countries with available data. (26 %, rank 4/42 ) Download Indicator

    The share of 25-64 year-old men who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (23 %, rank 4/42 ) Download Indicator

    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. (28 %, rank 2/42 ) Download Indicator

    Participation in education

    In New Zealand, 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. (100 %, rank 1/28 ) Download Indicator

    In New Zealand, the percentage of today's young men expected to graduate from upper secondary education is one of the highest among OECD and partner countries with available data. (96 %, rank 3/28 ) Download Indicator

    In New Zealand, 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

    In New Zealand, the percentage of today's young people expected to graduate from an upper secondary general programme is one of the highest among OECD and partner countries with available data. (78 %, rank 3/37 ) Download Indicator

    The share of graduates from upper secondary general programmes who are younger than 25 is one of the highest among OECD and partner countries with available data. (100 %, rank 1/33 ) Download Indicator

    New Zealand has one of the highest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (25 Index, rank 4/30 ) Download Indicator

    Excluding mobile students, New Zealand has one of the highest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (19 Index, rank 6/20 ) Download Indicator

    Excluding mobile students, New Zealand has one of the highest percentages of young people expected to graduate from short tertiary education before the age of 30. (11 Index, rank 5/17 ) Download Indicator

    New Zealand has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (54 Index, rank 2/34 ) Download Indicator

    Excluding mobile students, New Zealand has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (44 Index, rank 2/25 ) 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. (7 %, rank 26/33 ) Download Indicator

    Excluding mobile students, New Zealand has one of the lowest percentages of young people expected to complete a doctorate or an equivalent education during their lifetime. (1 %, rank 16/24 ) Download Indicator

    Among OECD countries and partner economies with available data, New Zealand has one of the highest percentages of young people expected to graduate from tertiary education during their lifetime. (72 Index, rank 2/23 ) Download Indicator

    Excluding mobile students, New Zealand has one of the highest percentages of young people expected to graduate from tertiary education during their lifetimes. (56 Index, rank 3/19 ) Download Indicator

    Excluding mobile students, New Zealand has one of the highest percentages of young people expected to graduate from tertiary education before the age of 30. (40 %, rank 3/16 ) Download Indicator

    A large share of international students graduate from tertiary programmes in New Zealand compared to other OECD countries and partner economies. (22 %, rank 3/19 ) Download Indicator

    Compared to other OECD and partner countries, New Zealand has a large share of international students among graduates from short-cycle tertiary programmes. (23 %, rank 2/17 ) Download Indicator

    The proportion of international students among graduates from bachelor's or equivalent programmes is relatively high compared to other OECD countries and partner economies. (18 %, rank 3/25 ) Download Indicator

    The proportion of international students among graduates from master's or equivalent programmes is high compared to other OECD countries and partner economies. (29 %, rank 4/24 ) Download Indicator

    The proportion of international students among graduates from doctoral or equivalent programmes is high compared to other OECD countries and partner economies. (46 Index, rank 3/24 ) Download Indicator

    The enrolment rate of 5-14 year-olds in New Zealand is one of the highest among OECD and partner countries with available data. (100 %, rank 2/39 ) Download Indicator

    The percentage of three-year-olds in early childhood education in New Zealand is one of the highest among OECD and partner countries with available data. (96 %, rank 6/37 ) Download Indicator

    The percentage of four-year-olds in early childhood and primary education in New Zealand is one of the highest among OECD and partner countries with available data. (100 %, rank 1/38 ) Download Indicator

    In New Zealand the percentage of young people expected to enter short-cycle tertiary programmes during their lifetimes is comparatively high. (38 %, rank 4/30 ) Download Indicator

    In New Zealand the percentage of young people expected to enter bachelor's or equivalent programmes during their lifetimes is comparatively high. (74 %, rank 5/36 ) Download Indicator

    In New Zealand, the percentage of international students enrolled in tertiary education is one of the highest among OECD and partner countries with available data. (16 %, rank 6/35 ) Download Indicator

    The expected number of years in part-time education for 5-39 year-old men in New Zealand is one of the highest among OECD and partner countries with available data. (2 Years, rank 2/29 ) Download Indicator

    The expected number of years in part-time education for 5-39 year-old women in New Zealand is one of the highest among OECD and partner countries with available data. (3 Years, rank 4/29 ) Download Indicator

    The percentage of young nationals expected to enter a short-cycle tertiary programme during their lifetime is comparatively high in New Zealand. (30 %, rank 4/16 ) Download Indicator

    The percentage of international students entering tertiary education in New Zealand is relatively high. (26 %, rank 2/18 ) Download Indicator

    The share of female students entering bachelor's programmes in New Zealand is relatively large. (59 %, rank 3/35 ) Download Indicator

    The percentage of international students entering bachelor's programmes is relatively high. (22 %, rank 3/22 ) 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. (21 %, rank 2/14 ) Download Indicator

    The share of international students entering master's or equivalent programmes in New Zealand is relatively large. (26 %, rank 6/22 ) Download Indicator

    The share of female students entering doctorate or equivalent programmes in New Zealand is one of the largest compared to other OECD countries and partner economies. (53 %, rank 6/36 ) Download Indicator

    The share of international students entering doctorate or equivalent programmes in New Zealand is relatively large. (52 %, rank 2/22 ) 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. (92 %, rank 1/27 ) Download Indicator

    The share of international or foreign students enrolled in doctorate programmes in New Zealand is comparatively large. (43 %, rank 3/36 ) Download Indicator

    The share of international or foreign students enrolled in masters programmes in New Zealand is comparatively large. (20 %, rank 5/36 ) Download Indicator

    The share of international or foreign students enrolled in bachelor's programmes in New Zealand is comparatively large. (13 %, rank 5/36 ) 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. (14 %, rank 3/30 ) Download Indicator

    The proportion of female graduates in the humanities and arts from upper secondary vocational programmes is one of the highest among OECD and partner countries . (17 %, rank 4/30 ) Download Indicator

    The proportion of female graduates in social sciences, business and law from upper secondary vocational programmes is one of the highest among OECD and partner countries. (48 %, rank 4/30 ) Download Indicator

    The proportion of female graduates in agriculture from upper secondary vocational programmes is one of the highest among OECD and partner countries. (8 %, rank 4/30 ) Download Indicator

    The proportion of male graduates in the humanities and arts from upper secondary vocational programmes is one of the highest among OECD and partner countries. (12 %, rank 4/30 ) Download Indicator

    The proportion of male graduates in social sciences, business and law from upper secondary vocational programmes is one of the highest among OECD and partner countries. (24 %, rank 3/30 ) Download Indicator

    The proportion of female tertiary graduates in education is one of the highest among OECD and partner countries. (84 %, rank 5/36 ) Download Indicator

    The proportion of female graduates in agriculture from tertiary programmes is one of the highest among OECD and partner countries. (70 %, rank 1/36 ) Download Indicator

    Classroom environment

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

    The theoretical duration of primary and lower secondary education, in years, is one of the longest among OECD and partner countries with available data. (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. (6 Years, rank 4/36 ) Download Indicator

    Resources for education

    Annual expenditure per pupil at the pre-primary level is one of the highest among OECD and partner countries with available data. (9670 USD Equivalent, rank 8/28 ) Download Indicator

    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 %, rank 4/36 ) Download Indicator

    The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (48 %, rank 7/35 ) Download Indicator

    In New Zealand, public expenditure on education as a percentage of total public expenditure is comparatively high. (18 %, rank 2/32 ) Download Indicator

    In New Zealand, public expenditure on education as a percentage of GDP is comparatively high. (6 %, rank 4/38 ) Download Indicator

    The estimated average annual tuition fee for national students in bachelor's or equivalent programmes (former tertiary-type A) in public institutions is one of the highest among OECD and partner countries with available data. (4113 USD Equivalent, rank 6/20 ) Download Indicator

    In New Zealand, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (7 %, rank 1/38 ) Download Indicator

    In New Zealand, private expenditure on primary through tertiary educational institutions as a percentage of GDP is comparatively high. (2 %, rank 6/37 ) Download Indicator

    Teachers

    The number of pupils per teacher in pre-primary schools is one of the smallest among OECD and partner countries with available data. (8 Students, rank 33/35 ) Download Indicator

    The number of hours per year primary teachers spend teaching in public institutions is comparatively large in New Zealand. (922 Hours, rank 5/32 ) Download Indicator

    The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively large in New Zealand. (841 Hours, rank 5/33 ) Download Indicator

    The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively large in New Zealand. (760 Hours, rank 6/32 ) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively high in New Zealand. (21 Ratio, rank 2/15 ) Download Indicator

    Who the teachers are

    The percentage of secondary teachers older than 50 is especially high. (14 %, rank 5/36 ) Download Indicator

    The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the largest among OECD and partner countries with available data. (49 %, rank 4/31 ) Download Indicator

    The share of women among teaching staff in tertiary education is one of the largest among OECD and partner countries with available data. (49 %, rank 5/32 ) Download Indicator

    Economic and social outcomes

    The employment rate among 25-64 year-olds with tertiary education is comparatively high. (87 %, rank 7/37 ) Download Indicator

    The employment rate among 25-64 year-olds without upper secondary education is comparatively high. (71 %, rank 3/37 ) Download Indicator

    The employment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively high. (80 %, rank 5/37 ) Download Indicator

    The employment rate among 25-64 year-old men with upper secondary or a post-secondary non-tertiary education is comparatively high. (90 %, rank 3/37 ) Download Indicator

    The employment rate among 25-64 year-old men with tertiary education is comparatively high. (93 %, rank 2/37 ) Download Indicator

    The employment rate among 25-64 year-old women without upper secondary education is comparatively high. (65 %, rank 2/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with below upper secondary education is comparatively low. (9 %, rank 32/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (7 %, rank 28/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with tertiary education is comparatively low. (3 %, rank 36/37 ) Download Indicator

    The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (74 %, rank 5/25 ) Download Indicator

    The proportion of male full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively high. (61 %, rank 4/25 ) Download Indicator

    The proportion of female full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively high. (37 %, rank 5/25 ) Download Indicator

    The proportion of male full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively high. (87 %, rank 4/25 ) Download Indicator

    The proportion of male full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively high. (71 %, rank 4/25 ) 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 high. (45 %, rank 4/24 ) Download Indicator

    The proportion of male full-time earners among all earners aged 55 to 64 with tertiary education is comparatively high. (74 %, rank 4/25 ) Download Indicator

    The proportion of female full-time earners among all earners aged 55 to 64 with tertiary education is comparatively high. (56 %, rank 4/25 ) Download Indicator

    Compared with other OECD and partner countries, the earnings of men without an upper secondary education are relatively high compared to those of men with an upper secondary education. (91 Index, rank 1/34 ) 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. (88 Index, rank 3/34 ) Download Indicator

    Compared with other OECD and partner countries, the earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (92 Index, rank 2/34 ) 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 29/34 ) 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. (140 Index, rank 31/34 ) 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. (139 Index, rank 29/34 ) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds with tertiary education and income from employment) are one of the highest among countries with available data. (78 %, rank 6/33 ) Download Indicator

    The percentage of today's young people expected to graduate from post-secondary non-tertiary education during their lifetime is one of the highest among countries with available data. (29 Index, rank 2/21 ) Download Indicator

    The percentage of female graduates from upper secondary vocational programmes is one of the highest among OECD countries and partner economies with available data. (60 Index, rank 2/36 ) Download Indicator

    The percentage of upper secondary graduates in the fields of education, humanities and social sciences is one of the highest among OECD countries and partner economies with available data. (54 %, 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. (86 %, rank 4/32 ) Download Indicator

    The employment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is high compared to other OECD and partner countries. (87 %, rank 6/38 ) Download Indicator

    The employment rate among 25-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (82 %, rank 6/29 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is low. (114 Index, rank 17/20 ) 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. (135 Index, rank 16/21 ) 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 high. (186 Index, rank 10/17 ) Download Indicator

    The percentage of 20-24 year-old men who are neither employed nor in education or training in New Zealand is one of the lowest among OECD and partner countries with available data. (10 %, rank 32/36 ) Download Indicator

    The percentage of 25-29 year-old men who are neither employed nor in education or training in New Zealand is one of the lowest among OECD and partner countries with available data. (10 %, rank 31/36 ) Download Indicator


    The data table will display up to six selected countries.
    General findings
    • On average, over 80% of tertiary-educated people are employed compared with over 70% of people with an upper secondary or post-secondary non-tertiary education and less than 60% of people with below upper secondary education.
    • Across OECD countries, compared with adults with upper secondary education with income from employment, those with a tertiary degree earn about 60% more.
    • Adults with higher qualifications were more likely to report desirable social outcomes, including good or excellent health, participation in volunteer activities, interpersonal trust, and political efficacy.
    • First generation tertiary-educated adults and tertiary-educated adults whose parents also hold a tertiary degree share similar employment rates and pursue similar fields of study.
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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.
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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.
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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.
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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.