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 2018 (EAG 2018): Highlights
EAG 2018, Chapter A: The output of educational institutions and the impact of learning
EAG 2018, Chapter B: Access to education, participation and progression
EAG 2018, Chapter C: Financial resources invested in education
EAG 2018, Chapter D: Teachers, learning environment and organisation of schools
TALIS 2013: Full selection of indicators
Survey of Adult Skills (PIAAC 2015): 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 to education and participation
Economic and social outcomes and transition to the labour market
Financial and human resources invested in education
The learning environment and organisation of schools
Teachers and school leadership
Early childhood education and care
Tertiary education
Gender differences in education
Migrant background
Computers, education and skills
Low performers
Impact of the global economic crisis on education
Demographic, social and economic indicators
Teachers and school leadership
  • On average, 91% of teachers across countries report overall satisfaction with their job, and, in the majority of TALIS countries, most teachers report holding beliefs that suggest high levels of self-efficacy. However, less than a quarter of all teachers across OECD countries believe that teaching is a valued profession in society (a third in countries participating in TALIS).
  • More than two out of three of teachers are women on average across OECD countries.
  • On average across OECD countries, 31% of primary school teachers were at least 50 years old in 2016. The average increases to 35% at the lower secondary level and 38% at the upper secondary ¬level. Between 2005 and 2016, the share of secondary teachers aged 50 or older has decreased in one-third of countries with available data, which indicates that the teaching population is growing younger in those countries.
  • The proportion of female principals is generally lower than that of teachers. On average principals are 52 years old, with 9 years of experience as a principal.
  • The average primary school class in OECD countries has 21 students, and this average increases to 23 in lower secondary education. These figures represent a decrease when compared to the OECD average class sizes in 2005. There are 15 students per teacher in primary and tertiary education, on average across OECD countries. The figure decreases to 13 students per teacher, on average, at the secondary level.
  • The number of teaching hours per teacher in public schools in 2017 averaged 777 hours per year in primary education, 695 hours in lower secondary education, and 647 hours in upper secondary education. On average, teachers in lower secondary schools report spending 19 hours per week teaching, seven hours preparing lessons and five hours marking student work.
  • Teachers report spending 79% of their lesson time on actual teaching and learning. This means that more than a fifth of their time is reportedly spent on administrative tasks (8%) and keeping order in the classroom (13%). These findings suggest that teachers in several countries could benefit from help with respect to managing classroom disruptions.
  • Teachers' statutory salaries vary widely across countries, but often increase with the level of education. In 2017, the statutory salaries of teachers with at least 15 years of experience and typical qualification averaged USD 41 386 at the pre-primary level, USD 45 004 at the primary level, USD 46 780 at the lower secondary level, and USD 48 697 at the upper secondary level. Between 2000 and 2017, teachers' salaries increased in real terms in most countries.
  • On average in OECD countries, primary school teachers' salaries in 2016 amounted to 86% of full-time, full-year earnings of tertiary-educated adults working in different occupations. Lower secondary school teachers' salaries amounted to 91% of that benchmark, and upper secondary school teachers' salaries amounted to 96% of those earnings.
  • On average, 88% of lower secondary teachers report having undertaken professional development in the 12 months prior to the TALIS survey (86% in OECD countries).
  • Just under half of teachers on average report that their feedback has directly led to a positive change in the amount of professional development they undertake while more than three in five teachers report that it lead to positive changes in their teaching practices (just above 40% in OECD countries).


  • Browser View

    Select OECD Countries

    Australia
    Austria
    Belgium
    Belgium (Flanders)
    Belgium (excluding Flanders)
    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
    United States
    OECD average

    Non-OECD Countries

    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
    Egypt
    Georgia
    India
    Indonesia
    Jordan
    Kazakhstan
    Kyrgyz Republic
    Kosovo
    Lebanon
    Former Yugoslav Republic of 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 2017 for more details about the data collections.

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