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 2017: Highlights
Education at a Glance 2017 (EAG 2017): 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
Survey of Adult Skills (PIAAC 2015): 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
Early childhood education and care
A growing body of research recognises that early childhood (pre-primary) education and care improves children's cognitive abilities, helps to create a foundation for lifelong learning, makes learning outcomes more equitable, reduces poverty, and improves social mobility from generation to generation. Since inequities in education opportunities and outcomes tend to grow when school is not compulsory, earlier entrance into the education system may help to give all students a better chance to succeed and, therefore, reduce educational inequities. As countries continue to expand their early childhood education and care programmes, it will be important to consider parents' needs and expectations regarding accessibility, costs, programme quality and accountability. The following indicators provide a look at the development of early childhood education and care systems around the world.
  • The proportion of children enrolled in private early childhood education programmes is considerably greater than the private enrolment shares at primary and secondary levels. On average, 55% of children in early childhood educational development programmes attend private institutions, compared to 33% for pre-primary programmes.
  • The ratio of children to teaching staff is an indicator of the resources devoted to ECE. The child-teacher ratio at the pre-primary level for OECD countries, excluding teachers’ aides, ranges from 25 children per teacher in Chile and Mexico to fewer than 7 in Iceland, New Zealand and Sweden. Some countries make extensive use of teachers’ aides in pre-primary education, which is indicated by smaller ratios of children to contact staff than of children to teaching staff. For instance, Norway – which has 16 children per teaching staff member – has just 7 children per contact staff once teachers’ aides are included.
  • Two years of ECE is the minimum duration required to boost academic performance at age 15, according to data from the 2015 OECD Programme for International Student Assessment (PISA).


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    OECD average

    Non-OECD Countries

    TALIS average
    Albania
    Algeria
    Argentina
    Buenos Aires (Argentina)
    Brazil
    Bulgaria
    China
    Beijing, Shanghai, Jiangsu, Guangdong (China)
    Hong Kong (China)
    Macao (China)
    Shanghai (China)
    Chinese Taipei
    Colombia
    Costa Rica
    Croatia
    Dominican Republic
    Georgia
    India
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    Jordan
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    Kosovo
    Lebanon
    Lithuania
    Former Yugoslav Republic of Macedonia
    Malaysia
    Malta
    Moldova
    Montenegro
    Peru
    Qatar
    Romania
    Russian Federation
    Saudi Arabia
    Serbia
    Singapore
    South Africa
    Thailand
    Trinidad and Tobago
    Tunisia
    United Arab Emirates
    Abu Dhabi (UAE)
    Uruguay
    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: 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.