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

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Education at a Glance 2016: Highlights
Education at a Glance 2016 (EAG 2016): Full selection of indicators
PISA 2012: Full selection of indicators
Survey of Adult Skills (PIAAC, 2015): Full selection of indicators
TALIS 2013: Full selection of indicators
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
Migrant background
Gender differences in education
Computers, education and skills
Low performers
Impact of the global economic crisis on education
Demographic, social and economic indicators
Survey of Adult Skills (PIAAC, 2015): 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: Further Results from the Survey of Adult Skills expands on the data and analysis examined in the OECD Skills Outlook 2013: First Results from the Survey of Adult Skills by including data from the nine additional countries that conducted the survey in 2014-15: Chile, Greece, Israel, Jakarta (Indonesia), Lithuania, New Zealand, Singapore, Slovenia and Turkey.

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.


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Select OECD Countries

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

Non-OECD Countries

TALIS average*
Argentina
Brazil
China
Colombia
India
Indonesia
Russian Federation
Saudi Arabia
South Africa
Abu Dhabi (United Arab Emirates)
Albania
Bulgaria
Chinese Taipei
Costa Rica
Croatia
Hong Kong-China
Jordan
Kazakhstan
Liechtenstein
Lithuania
Macao-China
Malaysia
Montenegro
Peru
Qatar
Romania
Serbia
Shanghai-China
Singapore
Thailand
Tunisia
United Arab Emirates
Uruguay
Vietnam
The data table will display up to four selected countries (unselect the OECD average to have one more).
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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 for more details about the data collections.

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