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 |
| 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 & 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 |
Filters
Level
| Not in education |
| Early childhood education and care |
| Non-educational programmes (early childhood) |
| Pre-primary |
| Pre-primary and primary |
| Early childhood and primary |
| Primary |
| Primary and lower secondary |
| Primary and secondary |
| Primary to tertiary |
| Primary, secondary and post-secondary non-tertiary education |
| Lower secondary |
| Lower secondary, general |
| Lower secondary, vocational |
| Below upper secondary |
| Upper secondary |
| Upper secondary, general |
| Upper secondary, vocational |
| Upper secondary and post-secondary non-tertiary |
| Upper secondary and post-secondary non-tertiary, general |
| Upper secondary and post-secondary non-tertiary, vocational |
| Upper secondary and post-secondary non-tertiary, orientation not specified |
| At least upper secondary |
| Secondary |
| Secondary, general |
| Secondary, vocational |
| Post-secondary non-tertiary |
| Post-secondary non-tertiary, general |
| Post-secondary non-tertiary, vocational |
| Short-cycle tertiary education |
| Short-cycle tertiary education, general |
| Short-cycle tertiary education, vocational |
| Bachelor's or equivalent level |
| Bachelor's or equivalent level, academic |
| Bachelor's or equivalent level, professional |
| Short-cycle tertiary and Bachelor's |
| Bachelor's and Master's or equivalent levels |
| Total tertiary excluding doctoral level |
| Bachelor's to doctorate |
| Master's or equivalent level |
| Master's or equivalent level, academic |
| Master's or equivalent level, professional |
| Master's to doctorate |
| Doctoral or equivalent level |
| Total tertiary |
| All levels of education |
| All levels of education + not allocated by level |
| Not allocated by level of education |
| Tertiary-type B |
| Tertiary-type A |
| Tertiary-type A and advanced research programmes |
Age Group
| Early childhood |
| Basic school ages |
| Compulsory school ages |
| 15 year-olds |
| 15-19 year-olds |
| Youths |
| Young adults |
| Adults |
| All ages and age unknown |
Refine the indicator selection after selecting a base theme.
TALIS 2018: Full selection of indicators
The OECD Teaching and Learning International Survey (TALIS) is an international, large-scale survey of teachers, school leaders and the learning environment in schools covering 48 countries and economies. TALIS uses questionnaires administered to teachers and their school principals to gather internationally comparable data.
In OECD countries and economies participating in TALIS, only 78% of a typical lesson is dedicated to teaching, with the remainder
of the time spent keeping order or dealing with classroom administrative tasks. In around half of the countries that participate in
TALIS, this represents a decrease in time spent on actual teaching and learning in class over the last five to ten years. During a typical lesson, practices centred on managing the class and ensuring clarity of instruction are widely applied in
OECD countries and economies participating in TALIS, with at least two-thirds of teachers frequently relying on these practices.
What is less prevalent, however, is the use of practices that involve student cognitive activation, despite their high potential leverage on student learning.
Only around half of teachers adopt this approach. The average age of teachers in OECD countries participating in TALIS is 44, but there is considerable variation across countries.
In a number of countries, the teaching workforce has aged over the last five to ten years, with a few examples of significant age
increases between 2013 and 2018. Recent changes in migration flows have affected the makeup of classrooms. Almost one-third of teachers in OECD countries
in TALIS report that they work in schools where at least 1% of the student population are refugees, and 17% of teachers work in
schools where at least 10% of the students have a migrant background. Teaching was the first-choice career for two out of three teachers in OECD countries participating in TALIS. But this is true for
only 59% of male teachers, compared to 70% of female teachers. Nine out of ten teachers cite the opportunity to contribute
to children's development and society as a major motivation to join the profession. Taking part in some kind of in-service training is commonplace among teachers and principals in the OECD countries and
economies that participate in TALIS, with more than 90% of teachers and principals having attended at least one professional
development activity in the year prior to the survey.
| TALIS 2018 Results - Teaching and Learning International Survey | TALIS 2018 Conceptual Framework | Education policies: Teachers |
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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) |
| 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 |
| 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).
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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.
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.
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.