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 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
Survey of Adult Skills (PIAAC, 2015): Full selection of indicators
OECD Skills Outlook 2017: Skills and Global Value Chains
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
OECD Skills Outlook 2017: Skills and Global Value Chains
Since the 1990s, the world has entered a new phase of globalisation. Information and communication technology, trade liberalisation and lower transport costs have enabled firms and countries to fragment the production process into global value chains (GVCs). Many products are now designed in one country and assembled in another country from parts manufactured in several countries. Thirty percent of the value of exports of OECD countries comes from abroad. In this new context, GVCs and skills are more closely interrelated than ever. Skills play a key role in determining countries' comparative advantages in GVCs. A lot of the opportunities and challenges brought about by GVCs are being affected by countries' skills.

The OECD Skills Outlook 2017 shows how countries can make the most of global value chains, socially and economically, by investing in the skills of their populations. Applying a 'whole of government' approach is crucial. Countries need to develop a consistent set of skills-related policies such as education, employment protection legislation, and migration policies, in coordination with trade and innovation policies. This report presents new analyses based on the Survey of Adult Skills and the Trade in Value Added Database. It also explains what countries would need to do to specialise in technologically advanced industries.


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Select OECD Countries

Australia
Austria
Belgium
Belgium (Flanders)
Belgium (excluding Flanders)
Canada
Canadian provinces
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
Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
United Kingdom
United States
OECD average

Non-OECD Countries

TALIS average
Albania
Algeria
Argentina
Buenos Aires (Argentina)
Brazil
Bulgaria
China
Beijing, Shanghai, Jiangsu, Guangdong (China)
Hong Kong (China)
Macao (China)
Shanghai (China)
Chinese Taipei
Colombia
Costa Rica
Croatia
Dominican Republic
Georgia
India
Indonesia
Jordan
Kazakhstan
Kosovo
Lebanon
Liechtenstein
Lithuania
Former Yugoslav Republic of Macedonia
Malaysia
Malta
Moldova
Montenegro
Peru
Qatar
Romania
Russian Federation
Saudi Arabia
Serbia
Singapore
South Africa
Thailand
Trinidad and Tobago
Tunisia
United Arab Emirates
Abu Dhabi (UAE)
Uruguay
Viet Nam
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 2017 for more details about the data collections.

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