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
Gender differences in education
  • In reading, 15 year-old girls outperform boys in every country participating in PISA 2015 (OECD average: 27 PISA score points difference). By contrast, boys tend to outperform girls in mathematics in most countries (OECD average: 8 PISA score points difference). In reading, the socio-economic environment plays a role in narrowing the gender gap especially for boys. At older ages, gender differences in literacy are not significant, suggesting that men acquire these skills later through life experience.
  • Even though gender differences in science performance tend to be small, on average, in 33 countries and economies, the share of top performers in science is larger among boys than among girls. Finland is the only country in which girls are more likely to be top performers than boys. At the same time, in most countries, boys and girls are equally able to complete the easiest science tasks in the PISA test.
  • In all PISA 2012 participating countries, more girls (73% on average in OECD) than boys (52%) report reading for enjoyment. Girls also report spending more time doing homework (1.3 more hours per week on average), and a greater proportion of girls consider school not being a waste of time (OECD average: 92% vs. 84%, respectively).
  • On the other hand, girls report worrying about math classes being hard for them more often than boys do (65% and 54% on average, respectively). The share of girls who report not being good in math is also larger (48%) than boys (37%), on average.
  • When it comes to career expectations, 25% of boys and 24% of girls reported in PISA 2015 that they expect to work in a science-related occupation on average across OECD countries. But boys and girls tend to think of working in different fields of science: girls envisage themselves as health professionals more than boys do; and in almost all countries, boys see themselves as becoming ICT professionals, scientists or engineers more than girls do.
  • These gender differences are also patent among graduates from tertiary education. In 2015, 57% of first-time graduates from tertiary education across OECD countries were women. However, they remain under-represented in certain fields of study, such as science and engineering while, in the field of education, four women graduated for every man.
  • Among young adults in OECD countries, more women than men are expected to complete tertiary education during their lifetime (46% and 31%, respectively in 2013). However, the employment rate among women is far below that of men for all attainment levels even though the gender gap narrows down among highly educated adults. On average across OECD countries, only 46% of women who have not attained upper secondary are employed compared to 66% of men with similar education. Among tertiary-educated adults, 79% of women are employed compared to 88% of men. Participation of women in tertiary education has been increasing over the years. Today the share of female graduates is higher than the share of female first-time new entrants into tertiary education in all OECD and partner countries with available data. This confirms previous findings that women are more likely to complete tertiary education than their male counterparts.
  • Tertiary-educated women still earn substantially less than men with the same level of education (OECD average: 74% of average men salaries).
  • Gender differences also appear among teaching staff. Within schools, female teachers outnumber male teachers in all participating countries at both primary and lower secondary levels (OECD average: 83% of teachers in primary schools are women; at the lower secondary level, this figure corresponds to 69%). However, in all countries except Colombia, Finland, Indonesia, Latvia, Lithuania and the Russian Federation, fewer women than men teach in universities (OECD average: 43% of the teaching force in academic and advanced research programmes are women). The proportion of women is also smaller when it comes to school principals in all countries except Brazil (OECD average: at the lower secondary level, 45% of school principals are women).


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    OECD average

    Non-OECD Countries

    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.