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

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Education at a Glance 2017: Highlights
Education at a Glance 2017 (EAG 2017): 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
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
Education at a Glance 2017 (EAG 2017): Full selection of indicators
  • The most popular tertiary degrees held by adults are in business, administration or law with 23% of new entrants on average across OECD countries, followed by engineering, manufacturing and construction (16%). Conversely, natural sciences, mathematics and statistics as and information and communication technologies have the lowest share of new entrants at 6% and 5% respectively.
  • Graduates from science-related fields are the most employable, though not across the board: Information and communication technologies (ICT) graduates can expect an employment rate that is 7 percentage points higher than those graduating from arts and humanities, social sciences, journalism and information on average across OECD countries. However, employment rates within science-related fields are unequal: natural sciences, mathematics and statistics graduates are more likely to have similar employment rates as arts and humanities graduates – both lower than the rates enjoyed by engineers or ICT specialists.
  • Adults are generally better educated, but many are still left behind: Still 16% of 25-34 year-olds have not achieved upper secondary education on average across OECD countries. Based on current patterns, it is estimated that 80% of today’s young people will graduate from upper secondary education before the age of 25.
  • Total spending on tertiary education has outpaced student enrolments, particularly at tertiary level: Total expenditure on tertiary institutions increased by more than twice the rate of students over the same period on average across OECD countries, reflecting the priority given by government and society to higher education.
  • Lagging salaries and an ageing workforce are ailing the teaching profession: The salaries of primary and secondary level teachers range between 78% and 94% of the salaries of full-time tertiary-educated workers across OECD countries and the share of teachers over the age of 50 increased by 3 percentage points between 2005 and 2015.


  • | Education at a Glance 2017 (EAG 2017): OECD Indicators | Which careers do students go for? | Annexes from EAG 2017 | On-line databases | Education at a Glance 2017: Reader's Guide |
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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 2017 for more details about the data collections.

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