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 (Volume V): Collaborative Problem Solving
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. Students' proficiency in an innovative domain is also assessed. For the first time, PISA 2015 assessed students' ability to solve problems collaboratively. Some 52 countries and economies (32 OECD countries and 20 partner countries and economies) participated in the collaborative problem-solving assessment.

  • Singapore is the highest-performing country in collaborative problem solving, with a mean score of 561 points. The second highest-performing country is Japan, with a mean score of 552 points. Both of these countries score over half of a standard deviation, on average, above the OECD average score.
  • A comparison of the mean scores in collaborative problem solving, science, reading and mathematics shows that the same countries/economies (Canada, Hong Kong (China), Japan, Korea and Singapore) are found at the top of each set of rankings. Indeed, scores in the four domains are highly correlated.
  • Girls outperform boys in collaborative problem solving by 29 score points (515 points compared with 486 points, on average across OECD countries). The differences are greatest in Australia, Finland, Latvia, New Zealand and Sweden, where girls score over 40 points higher than boys, on average.
  • The relationship between collaborative problem-solving performance and socio-economic status is positive in almost every country/economy that participated in the assessment; but the relationship between socio-economic status and performance is weaker in collaborative problem solving than in the three core PISA subjects.
  • How students spend their time before and after school can be related to their performance in collaborative problem solving: on average, students who work for pay score 59 points below students who do not work for pay, and students who play video games score 32 points lower than students who do not play video games. But accessing the Internet, chat or a social network is associated with a seven score-point improvement in collaborative problem-solving performance.
  • Students who are regularly asked to discuss their work in class tend to have more positive attitudes towards collaboration, as do students who had attended pre-primary school.