Search for specific education indicators by country, theme or level of education and compare the results using interactive charts and tables.

Base Theme

Education at a Glance 2019 (EAG 2019): Highlights
EAG 2019, Chapter A: The output of educational institutions and the impact of learning
EAG 2019, Chapter B: Access to education, participation and progression
EAG 2019, Chapter C: Financial resources invested in education
EAG 2019, Chapter D: Teachers, learning environment and organisation of schools
TALIS 2018: Full selection of indicators
TALIS 2018: Starting Strong Survey
Survey of Adult Skills (PIAAC): Full selection of indicators
PISA 2015: Full selection of indicators
PISA 2015 (Volume III): Students' Well-Being
PISA 2015 (Volume IV): Students' Financial Literacy
PISA 2015 (Volume V): Collaborative Problem Solving
Access & Participation
Organisation & Governance
Finance & Funding
Learning environment
Teachers
Evaluation & Quality assurance
Equity
Gender
Digital divide
Special needs
Socio-economic status
Migrant background
Economic & Social outcomes
Internationalisation
Research & Innovation
School leadership
Trends shaping education
Attainment
Skills
Low performers
Computers, education & skills
Early childhood education & care
Tertiary education
Demographic, social & economic indicators
Survey of Adult Skills (PIAAC): Full selection of indicators
The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to measure adults' proficiency in several key information-processing skills, namely literacy, numeracy and problem solving in technology-rich environments. Skills Matter: Additional Results from the Survey of Adult Skills expands on the data and analysis examined in the Skills Matter: Additional Results from the Survey of Adult Skills by including data from the six additional countries that conducted the survey in 2017-18: Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States.

As this survey shows, the capacity to manage information and solve problems using computers is becoming a necessity as ICT applications permeate the workplace, the classroom and lecture hall, the home, and social interaction more generally. Adults who are highly proficient in the skills measured by the survey are likely to be able to make the most of the opportunities created by the technological and structural changes modern societies are going through. Those who struggle to use new technologies are at greater risk of losing out.


Browser View

Select OECD Countries

Australia
Austria
Belgium
Belgium (Flanders)
Belgium (excluding Flanders)
Canada
Alberta (Canada)
Canadian provinces
Chile
Czech Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Latvia
Lithuania
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
United Kingdom
England (United Kingdom)
Northern Ireland (United Kingdom)
United States
OECD average

Non-OECD Countries

G20 average
TALIS average
Albania
Algeria
Argentina
Buenos Aires (Argentina)
Brazil
Bulgaria
Bosnia and Herzegovina
China
Beijing, Shanghai, Jiangsu, Guangdong (China)
Hong Kong (China)
Macao (China)
Shanghai (China)
Chinese Taipei
Colombia
Costa Rica
Croatia
Dominican Republic
Ecuador
Egypt
Georgia
India
Indonesia
Jordan
Kazakhstan
Kyrgyz Republic
Kosovo
Lebanon
North Macedonia
Malaysia
Malta
Moldova
Montenegro
Morocco
Peru
Qatar
Romania
Russian Federation
Saudi Arabia
Serbia
Singapore
South Africa
Tajikistan
Thailand
Trinidad and Tobago
Tunisia
United Arab Emirates
Abu Dhabi (UAE)
Ukraine
Uruguay
Viet Nam
The data table will display up to four selected countries (unselect the OECD average to have one more).
Click the arrows for more indicators:
Click the arrows for more indicators:
Click the arrows for more indicators:
Click the arrows for more indicators:
Country Profile quick links
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.
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.

For additional notes, please refer to annexes in the list of links below the introductory text.