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 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
EAG 2018, Chapter B: Access to education, participation and progression
  • On average across OECD countries, 75% of children aged 3 are enrolled in Early Childhood Education and Care (ECEC).
  • At age 4, on average across OECD countries, almost 88% of children are enrolled in pre-primary education.
  • In 2016, more than 95% of the population aged 5 to 14, across countries, was enrolled in education.
  • The share of first-time upper secondary graduates with a vocational qualification varied from 6% in Canada to 78% in Austria in 2016 with an average of 41% across OECD countries.
  • On average in OECD countries, 59% of young adults will enter a bachelor’s degree or equivalent programme in their lifetime while 24% are expected to enter a master’s or equivalent programme.
  • While there are large variations across countries, international and foreign students account for 6% of total enrolment in tertiary programmes and reach more than a quarter of enrolments at doctoral level on average across OECD countries.


  • | Education at a Glance 2018 (EAG 2018): OECD Indicators | Annexes from Education at a Glance 2018 | OECD Handbook for Internationally Comparative Education Statistics 2018 | On-line databases |
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    TALIS average
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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.