Education GPS is the OECD source for internationally comparable data and analysis on education policies and practices, opportunities and outcomes. Accessible any time, in real time, the Education GPS provides you with the latest information on how countries are working to develop high-quality and equitable education systems.

Gender differences in education

A selection of indicators from The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence, Education at a Glance 2014, PIAAC and TALIS.

Gender inequality in education and in the labour market is a reality and a challenge in various OECD countries. While girls perform better than boys in reading, they score lower in math, and lack self-confidence in scientific subjects. Such differences cannot be explained by differences in ability as girls in top-performing education systems score much higher in math than boys in most other OECD countries; the same is true for boys in reading. On the labour market, even though women outnumber men among university graduates, their employment rates and earnings lag behind those of men. Gender differences reported in student performance, graduation rates, employment rates, and earnings highlight the challenge faced by many governments to create more equal opportunities for boys and girls on many fronts. Policies that can help promote gender equality include: better teaching practices that encourage girls to be interested in science and maths and boys to read more; affordable childcare to allow more women to work full-time; and investment in education that translates into more equal employment conditions.

More (or browse only indicators from PISA 2012, on fields of education, education and the labour market or teachers and school principals)

Education Policy Outlook 2015: Making Reforms Happen.

The first edition of the Education Policy Outlook aims to help policy makers and other stakeholders in education learn how their peers in other countries respond to common challenges. The report offers a detailed look at some 450 education reforms that were adopted across OECD countries between 2008 and 2014. While these policies were developed in specific contexts, they can inspire policy makers who are looking for ways to improve education in their own country. As the report highlights, the most effective policies are typically designed around students and learning, build teachers’ capacity , and engage stakeholders in the reform process. In particular, in most OECD countries, teacher unions and business organisations are becoming increasingly involved in the implementation of education policy.
Find out, among others, how reforms are seeking to improve learning environments so they prepare all students for the future and so they respond to the needs of diverse student populations . The report also analyses how countries are steering their reform efforts with evaluation and assessment , governance , accountability and funding mechanisms .

A selection of indicators from Education at a Glance 2014 and the EAG Interim Report.

The EAG Interim Report presents updated data for year 2013 on three major topics: educational attainment, labour market outcomes, and the transition from school to work. It shows that the social consequences of the crisis are still deepening in 2013, especially among the most vulnerable groups such as low-educated young adults; nevertheless, adults with a higher qualification have a higher employment rate and a higher qualification brings down the gender gap in the unemployment rate.
The 2014 edition of Education at a Glance provides ample evidence of the critical role that education and skills play in fostering social progress. A first glance at the evidence shows that in OECD countries access to education continues to expand. Close to 40% of 25-34 year-olds now have a tertiary education, a proportion 15 percentage points larger than that of 55‑64 year-olds; and in many countries, this difference exceeds 20 percentage points. Importantly, the crisis did not slow this process of expansion. On the other hand, EAG 2014 shows that socio-economic divisions are deepening. On average, over 80% of tertiary-educated adults are employed compared to less than 60% of people with below upper secondary education. And the employment gap between these two groups is 30 percentage points wide or more in several countries. Moreover, data reconfirm that the economic crisis hit young, low‑educated adults hardest.

Education at a Glance 2014 and the Education at a Glance Interim Report offer a rich, comparable and up-to-date array of indicators on:

  • the output of educational institutions, access to education and participation,
  • economic and social outcomes of education and the transition to the labour market,
  • financial and human resources invested in education
  • and on the learning environment and organisation of schools.
  • More

    Financial Literacy. A selection of indicators from the sixth volume of PISA 2012.
    Finance is a part of everyday life for many 15-year-olds: they are already consumers of financial services such as bank accounts with access to online payment facilities. As they near the end of compulsory education, students will also face complex and challenging financial choices. Financial literacy is thus an essential life skill, and high on the global policy agenda. Shrinking welfare systems, shifting demographics, and the increased sophistication and expansion of financial services have all contributed to a greater awareness of the importance of ensuring that citizens and consumers of all ages are financially literate. The financial literacy assessment in PISA 2012 offers the first ever international assessment of the financial knowledge and skills
    of 15-year-old students. More (or browse indicators from all PISA 2012)

    Selected results from the OECD Teaching and Learning International Survey (TALIS)
    Find out and compare how the learning environment and the working conditions of teachers are in schools across different countries. TALIS examines the ways in which teachers' work is recognised, appraised and rewarded; assesses the degree to which teachers perceive their professional development needs are being met; provides insights into the beliefs and attitudes about teaching that teachers bring to the classroom and the pedagogical practices that they adopt; examines the roles of school leaders and the support that they give their teachers; and examines the extent to which certain factors relate to teachers' reports of job satisfaction and self-efficacy.  More


    The quality of teachers, trainers and instructors is key for effective learning, be it in early childhood education and care, schools, vocational education and training, or adult education. As research for schooling showed, while learning is influenced by many factors, such as a student’s family background and skills and motivation, the single most important factor within schools that impacts student learning is teaching. Considering teachers’ role for learning, ensuring a high quality workforce is high on policy agendas in many countries.  More