Draw from a wide variety of education indicators and data to construct your own, customised country reports, highlighting the facts, developments and outcomes of your choice.

Country

United States
Change country

Topic


Diagram of the education system



Click on the diagram to get a PDF version
Key
  • Diagram of education system in country language

  • Old diagram using ISCED 1997 classification

  • Methodological notes for this diagram
  • Education system in United States

    United States
    Overview of the education system (EAG 2015)
  • With 41% of children aged 3 and 66% of children aged 4 enrolled in early childhood or primary education, the United States has one of the lowest enrolment rates among OECD countries - far below the OECD average of 74% of 3-year-olds and 88% of 4-year-olds.
  • In the United States, the unemployment rate is lowest among adults who have earned a tertiary degree (3.7%), followed by those who have completed upper secondary or post-secondary non-tertiary education (7.2%) and those with below upper secondary education (10.6%). In all three cases, the rate in 2014 was below the OECD averages of 5.1%, 7.7% and 12.8% respectively. This notably contrasts with 2010, when unemployment rates in the United States were above the OECD average for all levels of education.
  • The United States shows one of the smallest differences in tertiary attainment between the generations. The proportion of 25-34 year-olds with tertiary education is only 5 percentage points larger than that of 55-64 year-olds (46% versus 41% compared to 41% versus 25% for OECD countries).
  • Having a tertiary education pays off in the United States. Compared with adults with upper secondary education as their highest level of attainment, those with a tertiary degree earn about 76% more in income from employment, which considerably higher than the OECD average of 60%.
  • Among those who graduated from a tertiary programme in the United States in 2013, only 15% of graduates earned a degree in the fields of sciences and engineering, manufacturing and construction (combined), below the OECD average of 23%.
  • Tertiary education in the United States is largely privately funded, with 62% of funding coming from private sources compared to the OECD average of 30%.
  • Some 44% of pre-primary teachers, 46% of lower secondary teachers and 41% of upper secondary teachers are under 40, above the OECD averages respectively of 41%, 38% and 33%. This age distribution of the teaching workforce remained stable between 2005 and 2013.
  • Profile View

    Select first some countries to compare, choose the charts you wish to display and customise them.

    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 level of upper secondary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (89.6 %, rank 7/41 ) Download Indicator

    The level of upper secondary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (89.9 %, rank 3/41 ) Download Indicator

    The level of tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (44.2 %, rank 6/40 ) Download Indicator

    The level of tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (41 %, rank 4/40 ) Download Indicator

    The proportion of 55-64 year-old men who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (89.3 %, rank 5/41 ) Download Indicator

    The proportion of 55-64 year-old women who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (90.4 %, rank 4/41 ) Download Indicator

    The proportion of 45-54 year-old men who have attained tertiary education is one of the highest among OECD and partner countries with available data. (41.6 %, rank 6/42 ) Download Indicator

    The proportion of 55-64 year-old men who have attained tertiary education is one of the highest among OECD and partner countries with available data. (40.5 %, rank 5/42 ) Download Indicator

    The proportion of 25-64 year-old women who have attained tertiary education is one of the highest among OECD and partner countries with available data. (46.9 %, rank 5/42 ) Download Indicator

    The proportion of 45-54 year-old women who have attained tertiary education is one of the highest among OECD and partner countries with available data. (44.3 %, rank 5/42 ) Download Indicator

    The proportion of 55-64 year-old women who have attained tertiary education is one of the highest among OECD and partner countries with available data. (41.5 %, rank 5/42 ) Download Indicator

    The proportion of 25-64 year-olds who attained a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (1.6 %, rank 3/30 ) Download Indicator

    The share of 25-64 year-old men who attained a doctoral or equivalent tertiary education degree is one of the largest among countries with available data. (2 %, rank 4/30 ) Download Indicator

    The share of 25-64 year-old women who attained a doctoral or equivalent tertiary education degree is one of the largest among countries with available data. (1.3 %, rank 3/30 ) Download Indicator

    Participation in education

    In United States, 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. (79.7 %, rank 19/28 ) Download Indicator

    In United States, 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. (79.7 %, rank 2/37 ) 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

    United States has one of the highest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (22 Index, rank 7/30 ) Download Indicator

    Excluding mobile students, United States has one of the highest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (22 Index, rank 4/20 ) 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. (20.2 %, rank 10/33 ) Download Indicator

    Excluding mobile students, United States has one of the lowest percentages of young people expected to complete a doctorate or an equivalent education during their lifetime. (1.1 %, rank 18/24 ) Download Indicator

    Among OECD countries and partner economies with available data, United States has one of the highest percentages of young people expected to graduate from tertiary education during their lifetime. (54 Index, rank 7/23 ) Download Indicator

    Excluding mobile students, United States has one of the highest percentages of young people expected to graduate from tertiary education during their lifetimes. (52 Index, rank 5/19 ) Download Indicator

    Among OECD and partner countries with available data, United States has one of the highest percentages of female graduates from tertiary programmes. (58 Index, rank 10/24 ) Download Indicator

    The percentage of three-year-olds in early childhood education in United States is one of the lowest among OECD and partner countries with available data. (41 %, rank 33/37 ) Download Indicator

    The percentage of four-year-olds in early childhood and primary education in United States is one of the lowest among OECD and partner countries with available data. (66.4 %, rank 32/38 ) Download Indicator

    In United States the percentage of young people expected to enter short-cycle tertiary programmes during their lifetimes is comparatively high. (38.8 %, rank 2/30 ) Download Indicator

    The percentage of young nationals expected to enter a short-cycle tertiary programme during their lifetime is comparatively high in United States. (38.2 %, rank 2/16 ) Download Indicator

    The percentage of 25-years-old adults who enter tertiary education in United States is relatively high. (91.9 %, rank 4/26 ) Download Indicator

    The percentage of female students entering master's or equivalent programmes in United States is one of the highest compared to other OECD countries and partner economies. (62 %, rank 4/35 ) Download Indicator

    The share of international students entering doctorate or equivalent programmes in United States is relatively large. (42 %, rank 6/22 ) Download Indicator

    Intergenerational mobility

    The percentage of 25-34 year-old adults whose educational attainment is lower than that of their parents is one of the highest among OECD and partner countries. (23 %, rank 5/20 ) Download Indicator

    The percentage of 25-34 year-old adults whose educational attainment is higher than that of their parents is one of the lowest among OECD and partner countries. (23.5 %, rank 14/20 ) 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. (26.5 %, rank 6/20 ) Download Indicator

    The percentage of 25-34 year-old female adults whose educational attainment is lower than that of their parents is one of the highest among OECD and partner countries. (17.2 %, rank 6/20 ) Download Indicator

    The percentage of 25-34 year-old female adults with the same educational attainment as their parents is one of the highest among OECD and partner countries. (56.2 %, rank 6/20 ) 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. (30.9 %, rank 6/20 ) Download Indicator

    The percentage of 25-34 year-old male adults whose educational attainment is lower than that of their parents is one of the highest among OECD and partner countries. (29.1 %, rank 4/20 ) Download Indicator

    The percentage of 25-34 year-old adults in tertiary education whose parents have attained upper secondary or post-secondary non-tertiary education is one of the highest among OECD and partner countries. (95.8 %, rank 3/20 ) Download Indicator

    Adult competencies

    The percentage of 25-64 year-olds in formal and non-formal education without upper secondary education is high compared to other countries participating in the Survey of Adults Skills (PIAAC) (27.9 %, rank 10/21 ) Download Indicator

    The percentage of 25-64 year-olds in formal and non-formal education with an upper secondary degree is high compared to other countries participating in the Survey of Adults Skills (PIAAC) (50.3 %, rank 8/21 ) Download Indicator

    Problem solving in technology-rich environments

    In United States, the proportion of adults between the ages of 55 and 64 who demonstrate having good ICT (information and communication technologies) and problem-solving skills is one of the highest among other countries with available data. (20.7 %, rank 1/17 ) 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. (32.1 %, rank 10/17 ) Download Indicator

    Resources for education

    Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (26562 USD Equivalent, rank 2/38 ) Download Indicator

    Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (15494 USD Equivalent, rank 4/37 ) Download Indicator

    Annual expenditure per pupil at the pre-primary level is one of the highest among OECD and partner countries with available data. (10042 USD Equivalent, rank 6/28 ) Download Indicator

    Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (11030 USD Equivalent, rank 4/38 ) Download Indicator

    Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (12442 USD Equivalent, rank 5/38 ) Download Indicator

    Annual expenditure per student for core and ancillary services, from primary to below-tertiary institutions is one of the highest among OECD and partner countries with available data. (11732 USD Equivalent, rank 5/39 ) Download Indicator

    Annual expenditure per tertiary student for core services is one of the highest among OECD and partner countries with available data. (23706 USD Equivalent, rank 1/33 ) Download Indicator

    The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (62.2 %, rank 4/35 ) 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. (8202 USD Equivalent, rank 1/20 ) Download Indicator

    The estimated average annual tuition fee for national students in master's or equivalent programmes (former tertiary-type A) in public institutions is one of the highest among OECD and partner countries with available data. (10818 USD Equivalent, rank 1/17 ) Download Indicator

    In United States, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (6.4 %, rank 3/38 ) Download Indicator

    In United States, private expenditure on primary through tertiary educational institutions as a percentage of GDP is comparatively high. (1.7 %, rank 4/37 ) 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. (93 Index, rank 22/30 ) Download Indicator

    Between 2010 and 2012, the change in public expenditure on primary through tertiary educational institutions is comparatively small. (96 Index, rank 25/30 ) Download Indicator

    United States has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (31.6 %, rank 3/34 ) Download Indicator

    Teachers

    The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (15 Students, rank 10/37 ) Download Indicator

    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. (47829 USD Equivalent, rank 10/32 ) 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. (50651 USD Equivalent, rank 9/31 ) 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. (46054 USD Equivalent, rank 5/26 ) 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. (46763 USD Equivalent, rank 10/32 ) Download Indicator

    The ratio of primary 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. (0.67 Ratio, rank 15/20 ) Download Indicator

    The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.68 Ratio, rank 15/20 ) 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. (0.71 Ratio, rank 16/21 ) Download Indicator

    The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively large in United States. (981 Hours, rank 4/33 ) Download Indicator

    The percentage of lower secondary teachers younger than 40 is especially high. (45.7 %, rank 9/35 ) Download Indicator

    Starting salaries for pre-primary teachers with minimum training are especially high. (36551 USD Equivalent, rank 5/29 ) Download Indicator

    Salaries of pre-primary teachers with minimum training after 10 years of experience are especially high. (46884 USD Equivalent, rank 4/27 ) Download Indicator

    Salaries of pre-primary teachers with minimum training at the top of scale are especially high. (61999 USD Equivalent, rank 5/26 ) 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. (49800 USD Equivalent, rank 3/21 ) 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. (51334 USD Equivalent, rank 5/22 ) 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. (52343 USD Equivalent, rank 6/22 ) 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. (48.6 %, rank 6/32 ) Download Indicator

    Classroom environment

    The total compulsory instruction time for primary students in United States is one of the longest among OECD and partner countries with available data. (5802 Hours, rank 5/34 ) Download Indicator

    In United States, compulsory instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (967 Hours, rank 5/34 ) 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

    Economic and social outcomes

    The employment rate among 25-64 year-olds with tertiary education is comparatively low. (80.1 %, rank 30/37 ) Download Indicator

    The employment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (67.9 %, rank 33/37 ) Download Indicator

    The employment rate among 25-64 year-old men with tertiary education is comparatively low. (85 %, rank 32/37 ) Download Indicator

    The employment rate among 25-64 year-old women with tertiary education is comparatively low. (75.9 %, rank 30/37 ) Download Indicator

    The unemployment rate among 25-34 year-olds with tertiary education is comparatively low. (3.9 %, rank 30/37 ) 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 high. (187 Index, rank 10/34 ) 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 high. (170 Index, rank 10/34 ) 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 high. (176 Index, rank 8/34 ) 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. (21 Index, rank 5/21 ) 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. (116 Index, rank 14/20 ) 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 high. (165 Index, rank 8/21 ) 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. (243 Index, rank 4/17 ) Download Indicator

    In United States, 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 high. (269 Index, rank 4/17 ) 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. (23.9 %, rank 4/20 ) 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. (41 %, rank 5/20 ) 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
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    *The radar plot will by default not display more than five countries to avoid cluttering.
    Click the arrow sign next to the title: arrows to display other variables
    • 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
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    • 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
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    • 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
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    • 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.
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    • 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.
    Visualisations
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    Click the arrow sign next to the title: arrows to display other variables
    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.