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 2018 (EAG 2018): Highlights
EAG 2018, Chapter A: The output of educational institutions and the impact of learning
EAG 2018, Chapter B: Access to education, participation and progression
EAG 2018, Chapter C: Financial resources invested in education
EAG 2018, Chapter D: Teachers, learning environment and organisation of schools
TALIS 2013: Full selection of indicators
Survey of Adult Skills (PIAAC 2015): 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 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
Gender differences in education
Migrant background
Computers, education and skills
Low performers
Impact of the global economic crisis on education
Demographic, social and economic indicators
PISA 2015: Full selection of indicators
The OECD Programme for International Student Assessment, or PISA, assesses the extent to which 15-year-old students, near the end of their compulsory education, have acquired key knowledge and skills that are essential for full participation in modern societies. The assessment focuses on the core school subjects of science, reading and mathematics. PISA does not just ascertain whether students can reproduce knowledge; it also examines how well students can extrapolate from what they have learned and can apply that knowledge in unfamiliar settings, both in and outside of school. This approach reflects the fact that modern economies reward individuals not for what they know, but for what they can do with what they know. The findings from PISA allow policy makers around the world to gauge the knowledge and skills of students in their own countries in comparison with those in other countries, set policy targets against measurable goals achieved by other education systems, and learn from policies and practices applied elsewhere. The latest results, from PISA 2015, focus on student’s performance in and attitudes towards science. Some 540 000 students (representing about 29 million 15-year-olds) in 72 participating countries and economies sat the test.

  • Singapore outperforms all other participating countries/economies in science. Japan, Estonia, Finland and Canada are the four highest-performing OECD countries.
  • Nearly 20% of students in OECD countries, on average, do not attain the baseline level of proficiency in reading. This proportion has remained stable since 2009.
  • More than one in four students in Beijing-Shanghai-Jiangsu-Guangdong (China), Hong Kong (China), Singapore and Chinese Taipei are top-performing students in mathematics, meaning that they can handle tasks that require the ability to formulate complex situations mathematically, using symbolic representations.
  • In 34 school systems, particularly in Austria, Belgium, Croatia, France, Germany, the Slovak Republic and Chinese Taipei, the students who reported that they do not attend regular science lessons in school are more likely to attend socio-economically disadvantaged schools than advantaged schools.
  • Thirty countries and economies used grade repetition less frequently in 2015 than in 2009; in only six countries did the incidence of grade repetition increase during the period. The use of grade repetition decreased by at least 10 percentage points in Costa Rica, France, Indonesia, Latvia, Macao (China), Malta, Mexico and Tunisia.
  • Students score five points higher in science for every additional hour per week spent in regular science lessons, after accounting for socio-economic status.
  • Some 4% of students across OECD countries (the equivalent of around one student per class) reported that they are hit or pushed around by other students at least a few times per month, and around 11% of students reported that other students make fun of them at least a few times per month. There is less incidence of bullying in schools where students reported that there is a better disciplinary climate in the classroom and where students perceive that their teachers behave fairly.
  • Around 64% of girls and 47% of boys reported that they feel very anxious even if they are well prepared for a test. Schoolwork-related anxiety is negatively related to performance at school and to students’ satisfaction with their life.
  • Across the 10 participating OECD countries and economies (Australia, the Flemish Community of Belgium, seven provinces in Canada, Chile, Italy, the Netherlands, Poland, the Slovak Republic, Spain and the United States), 22% of students score below the baseline level of proficiency in financial literacy (Level 2) and 12% are top performers in financial literacy.
  • Across OECD countries, 8% of students are top performers in collaborative problem solving. They maintain an awareness of group dynamics and ensure that team members act in accordance with their agreed-upon roles, take initiative, and monitor progress towards a solution of the given problem.
  • Some 6% of students across OECD countries do not even attain Level 1 proficiency in collaborative problem solving. These students can only complete relatively easy tasks with limited collaboration complexity. They tend to focus on their individual role within the group, but with support from team members.
  • On average across OECD countries, 42% of top performers in science, 39% of top performers in reading, and 33% of top performers in mathematics are also top performers in collaborative problem solving. Some 52% of students who are top performers in all three core PISA subjects (all-round top performers) are also top performers in collaborative problem solving.
  • Girls significantly outperform boys in every country/economy that participated in the collaborative problem-solving assessment. On average across OECD countries, girls are 1.6 times more likely than boys to be top performers (Level 4) in collaborative problem solving, while boys are 1.6 times more likely than girls to be low achievers (Level 1 and below).

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    Select OECD Countries

    Belgium (Flanders)
    Belgium (excluding Flanders)
    Canadian provinces
    Czech Republic
    New Zealand
    Slovak Republic
    United Kingdom
    United States
    OECD average

    Non-OECD Countries

    TALIS average
    Buenos Aires (Argentina)
    Bosnia and Herzegovina
    Beijing, Shanghai, Jiangsu, Guangdong (China)
    Hong Kong (China)
    Macao (China)
    Shanghai (China)
    Chinese Taipei
    Costa Rica
    Dominican Republic
    Kyrgyz Republic
    Former Yugoslav Republic of Macedonia
    Russian Federation
    Saudi Arabia
    South Africa
    Trinidad and Tobago
    United Arab Emirates
    Abu Dhabi (UAE)
    Viet Nam
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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:

    *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.