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

Base Theme

Survey of Adult Skills (PIAAC): Full selection of indicators
Education at a Glance 2013: Full selection of indicators
PISA 2012: Full selection of indicators
TALIS 2013: Full selection of indicators
The output of educational institutions and the impact of learning (Chapter A, EAG 2013)
Financial and human resources invested in education (Chapter B, EAG 2013)
Access to education, participation and progression (Chapter C, EAG 2013)
The learning environment and organisation of schools (Chapter D, EAG 2013)
Early childhood education and care
Gender differences in education
Impact of the global economic crisis on education
Survey of Adult Skills (PIAAC): Full selection of indicators
The technological revolution that began in the last decades of the 20th century has affected nearly every aspect of life in the 21st: from how we "talk" with our friends and loved ones, to how we shop, and how and where we work. Quicker and more efficient transportation and communication services have made it easier for people, goods, services and capital to move around the world, leading to the globalisation of economies. These social and economic transformations have, in turn, changed the demand for skills as well. With manufacturing and certain low-skill tasks increasingly becoming automated, the need for routine cognitive and craft skills is declining, while the demand for information-processing and other high-level cognitive and interpersonal skills is growing. In addition to mastering occupation-specific skills, workers in the 21st century must also have a stock of information-processing skills and various "generic" skills, including interpersonal communication, self-management, and the ability to learn, to help them weather the uncertainties of a rapidly changing labour market.

The Survey of Adult Skills (PIAAC) was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. It directly measures proficiency in several information-processing skills - namely literacy, numeracy and problem solving in technology-rich environments. The main findings of the survey and of the analysis of results are presented below.


| Survey of Adult Skills (PIAAC) | OECD Skills Outlook 2013 |
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OECD average

Non-OECD Countries

TALIS average*
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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 for more details about the data collections.

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