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
Access & Participation
  • In most OECD countries, education now begins for most children well before they are 5 years old. On average, around one-third of children under the age of 3 were enrolled in early childhood education and care (ECEC), either full time or part time. On average, 40% of 1-year-olds and 62% of 2-year-olds were already enrolled in ECEC services.
  • Between 2005 and 2017, the average enrolment of 3-5 year-olds in pre-primary or primary education in OECD countries rose from 76% to 86%. In half of the 42 countries with available data, the enrolment of children between the ages of 3 and 5 is near universal, exceeding 90%.
  • On average across OECD countries, around 70% of 17-18 year-olds are enrolled in upper secondary education (more than 40% in general programme and around 30% in vocational programmes.
  • Around 86% of today's young people will complete upper secondary education over their lifetimes. In all countries but Norway, the Slovak Republic and Sweden, young women are now more likely to do so than men.
  • Around 44% of 25-34 year olds in OECD countries now have a university-level education. That proportion is 7 percentage points larger than that of the full adult population (25-64 year-olds) who have attained a similar level of education.
  • The number of international or foreign students enrolled in tertiary education programmes worldwide has expanded massively over the last two decades. It rose from 2 million in 1998 to 5.3 million in 2017, growing at an average annual rate of 5% among OECD countries and 6% among non-OECD countries.


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    OECD average

    Non-OECD Countries

    G20 average
    TALIS average
    Albania
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    Abu Dhabi (UAE)
    Ukraine
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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.