Search for specific education indicators by theme, refine your selection by age or level of education and compare the results using interactive charts and tables.

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Education at a Glance 2015: Highlights
Education at a Glance 2015 (EAG 2015): Full selection of indicators
PISA 2012: Full selection of indicators
Survey of Adult Skills (PIAAC): Full selection of indicators
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
TALIS 2013: Full selection of indicators
Recruiting, retaining and developing teachers are vital in ensuring high quality student outcomes in school systems worldwide. The Teaching and Learning International Survey (TALIS) collects internationally comparable data on the learning environment and the working conditions of teachers in schools across the world with the aim to provide valid, timely and comparable information from the perspective of practitioners in schools to help countries review and define policies for developing a high-quality teaching profession. Cross-country analysis from TALIS enables countries to identify other countries facing similar challenges and to learn from other policy approaches.

TALIS examines the ways in which teachers' work is recognised, appraised and rewarded; assesses the degree to which teachers perceive their professional development needs are being met; provides insights into the beliefs and attitudes about teaching that teachers bring to the classroom and the pedagogical practices that they adopt; examines the roles of school leaders and the support that they give their teachers; and examines the extent to which certain factors relate to teachers' reports of job satisfaction and self-efficacy.


| TALIS 2013- Teaching and Learning International Survey | A Teachers' Guide to TALIS 2013 | TALIS 2013 Technical Report |
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Select OECD Countries

Australia
Austria
Belgium
Canada
Chile
Czech Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovenia
Slovak Republic
Spain
Sweden
Switzerland
Turkey
United Kingdom
United States
OECD average

Non-OECD Countries

TALIS average*
Argentina
Brazil
China
Colombia
India
Indonesia
Latvia
Russian Federation
Saudi Arabia
South Africa
Abu Dhabi (United Arab Emirates)
Albania
Bulgaria
Chinese Taipei
Costa Rica
Croatia
Hong Kong-China
Jordan
Kazakhstan
Liechtenstein
Lithuania
Macao-China
Malaysia
Montenegro
Peru
Qatar
Romania
Serbia
Shanghai-China
Singapore
Thailand
Tunisia
United Arab Emirates
Uruguay
Vietnam
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 for more details about the data collections.

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