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
EAG 2019, Chapter D: Teachers, learning environment and organisation of schools
  • Students in OECD countries and economies receive an average of 7 590 hours of compulsory instruction during their primary and lower secondary education, ranging from 5 973 hours in Hungary to almost double that in Australia (11 000 hours) and Denmark (10 960 hours).
  • Across OECD countries and economies, compulsory instruction time for primary students averages 799 hours per year, while lower secondary students receive an average of 120 more hours of compulsory education per year than primary students (919 hours).
  • On average across OECD countries, there are 15 students for every teacher in primary education and 13 students per teacher in lower secondary education. The average school class has 21 students in primary education and 23 students in lower secondary education.
  • Between 2005 and 2018, on average across OECD countries and economies with available data, statutory salaries of teachers with 15 years of experience and most prevalent qualifications increased by 10% at primary level, 9% at lower secondary level (general programmes) and 6% at upper secondary level (general programmes).
  • Statutory and actual salaries of school heads are higher than those of teachers at pre-primary, primary and general secondary levels of education. On average across OECD countries and economies, actual salaries of school heads are more than 52% higher than those of teachers across primary and secondary levels of education.
  • Teachers' actual salaries at pre-primary, primary and general secondary levels of education are 78% to 93% of earnings of tertiary-educated workers on average across OECD countries.
  • On average across OECD countries and economies, school heads' salaries are at least 25% higher than earnings of tertiary-educated workers at primary and secondary levels.
  • Based on official regulations or agreements, public school teachers in OECD countries and economies are required to teach on average 1 024 hours per year at pre-primary level, 776 hours at primary level, 700 hours at lower secondary level (general programmes) and 668 hours at upper secondary level (general programmes).
  • On average across OECD countries, women form less than half the teaching workforce at tertiary level, but the majority of teachers at pre-primary, primary and secondary levels.
  • On average across OECD countries less than 15% of teachers are aged less than 30 years old, at all levels from primary to upper secondary.


  • | Education at a Glance 2019 (EAG 2019): OECD Indicators | Annexes from Education at a Glance 2019 | OECD Handbook for Internationally Comparative Education Statistics 2018 | On-line databases |
    tips

    Select first some countries to compare, choose the charts you wish to display and customise them.

    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.