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
Tertiary education
  • Between 2008 and 2018, the proportion of young adults (25-34 year-olds) with a tertiary education has grown by 9 percentage points on average in OECD countries.
  • Doctorate holders account for a small proportion of the adult population. In 2018, just 1.1% of 25-64 year-olds held a doctorate on average across OECD countries. On average across OECD countries, 22% of enrolled doctoral students are international or foreign students
  • Women tend to be under-represented in certain fields at doctoral level even where they are over-represented at master's level. While 54% of graduates in natural science, mathematics and statistics at master's level were women, they represented only 46% of doctoral graduates on average across OECD countries in 2017.
  • Rising levels of tertiary attainment seem not to have led to an "inflation" eroding the labour-market value of qualifications. However, tertiary graduates have the highest relative earnings advantage when they live in a country with low tertiary attainment rates.
  • Moreover, the earning advantages of tertiary-educated adults compared to those with upper secondary and post-secondary non-tertiary education are more pronounced for men than for women as well as for older compared to younger adults.
  • On average in 2016, tertiary-educated adults earn about 1.56 times more than those with an upper secondary education while individuals without an upper secondary education earn 22% less.
  • Qualifications are more rewarded than skills: attaining a higher level of education has a stronger positive impact on earnings than better literacy proficiency.


  • Browser View

    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)
    Northern Ireland (United Kingdom)
    United States
    OECD average

    Non-OECD Countries

    G20 average
    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
    Ecuador
    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).
    Click the arrows for more indicators
    Click the arrows for more indicators
    Click the arrows for more indicators
    Click the arrows for more indicators:
    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 2019 for more details about the data collections.

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