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Australia
Overview of the education system (EAG 2024)
  • In Australia, reducing the share of young adults without an upper secondary qualification has been a priority. The share of 25-34 year-olds without upper secondary educational attainment decreased by 4 percentage points between 2016 and 2023. At 8%, it is 6 percentage points below the OECD average in 2023.
  • In Australia, 66% of 25-34 year-olds without an upper secondary qualification are employed, compared to 84% of those with an upper secondary or post-secondary non-tertiary qualification while OECD averages are 61% and 79%.
  • In Australia, the share of NEETs decreased from 10.9% to 9.7% between 2016 and 2023, compared to the OECD average that decreased from 15.8% to 13.8%.
  • In all OECD member countries, women aged 25-34 are as likely or more likely than their male peers to have a tertiary qualification (54% compared to 41% on average across OECD countries). With a tertiary educational attainment rate of 65% for women and 48% for men, the gap is much wider than the OECD average in Australia.
  • In Australia, only 53% of young women with educational attainment below upper secondary educational level are employed, while the corresponding share for young men is 74% (the corresponding OECD averages are 47% and 72%). In contrast, 87% of young women with a tertiary qualification are employed, while the corresponding share for young men is 92% (the corresponding OECD averages are 84% and 90%).
  • The average annual expenditure per student from primary to tertiary education in Australia is USD 16 285 compared to an average of USD 14 209 in OECD countries.
    • | Education at a Glance 2024 | Annexes from Education at a Glance 2024 | OECD Handbook for Internationally Comparative Education Statistics 2018 | OECD Education Policy Outlook: Australia | Australian Government Department of Education and Training | National Centre for Vocational Education Research (NCVER) | Australian Qualifications Framework (AQF) | Australian Bureau of Statistics |
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Attainment by gender

    The proportion of 25-64 year-old women who have attained a general degree at the tertiary level is one of the highest among OECD and partner countries with available data. (57 %, rank 4/47 , 2023) Download Indicator

    The share of 25-64 year-old women who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (33.6 %, rank 4/46 , 2023) Download Indicator

    Australia has one of the smallest share of women among 55-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (38.7 %, rank 32/36 , 2023) Download Indicator

    Entrance

    The share of new entrants younger than 25 in bachelor's or equivalent programmes is one of the smallest among OECD and partner countries with available data. (69.2 %, rank 38/40 , 2022) Download Indicator

    The share of female students entering bachelor's programmes in Australia is relatively large. (59.7 %, rank 5/40 , 2022) Download Indicator

    Entrance by field of education and gender

    The share of female who enter tertiary education in the field of business, administration and law is one of the smallest among OECD and partner countries with available data. (49.9 %, rank 35/39 , 2022) Download Indicator

    In Australia, the share of male among new entrants in doctoral programmes enrolled in the field of information and communication technologies is relatively small. (63.4 %, rank 32/35 , 2022) Download Indicator

    The share of female in short-cycle tertiary programmes in the field of business, administration and law is one of the smallest among OECD countries and partner economies with available data. (47.5 %, rank 27/31 , 2022) Download Indicator

    Participation in education

    The share of students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in upper secondary vocational programmes is one of the largest among OECD and partner countries with available data. (100 %, rank 1/39 , 2022) Download Indicator

    The enrolment rate of students aged 17 in general upper secondary programmes in Australia is one of the highest among OECD and partner countries with available data. (79.4 %, rank 4/44 , 2022) Download Indicator

    The enrolment rate of students aged 17 in post-secondary non-tertiary programmes in Australia is one of the highest among OECD and partner countries with available data. (0.7 %, rank 4/32 , 2022) Download Indicator

    The enrolment rate of students aged 17 in tertiary programmes in Australia is one of the highest among OECD and partner countries with available data. (0.8 %, rank 5/36 , 2022) Download Indicator

    The enrolment rate of students aged 17 in vocational upper secondary programmes in Australia is one of the lowest among OECD and partner countries with available data. (6.5 %, rank 37/40 , 2022) Download Indicator

    The enrolment rate of students aged 18 in post-secondary non-tertiary programmes in Australia is one of the highest among OECD and partner countries with available data. (2.3 %, rank 5/32 , 2022) Download Indicator

    The average age of lower secondary students enrolled in vocational programmes in Australia is one of the highest compared to other countries with available data. (35 %, rank 4/22 , 2022) Download Indicator

    The average age of upper secondary students enrolled in vocational programmes in Australia is relatively high compared to the other countries. (30.7 %, rank 3/42 , 2022) Download Indicator

    In Australia, upper secondary vocational students among all vocational students are relatively less numerous than in other OECD or partner countries. (42.6 %, rank 33/37 , 2022) Download Indicator

    (100 %, rank 1/30 , 2022) Download Indicator

    The share of vocational students as a share of short-cycle tertiary students is among the smallest in all OECD and partner countries. (82.7 %, rank 32/34 , 2022) Download Indicator

    The percentage of below-two year-olds in early childhood education in Australia is one of the highest among OECD and partner countries with available data. (36 %, rank 5/39 , 2022) Download Indicator

    The enrolment rate among students aged 15-19 in upper secondary programmes in Australia is one of the lowest among OECD and partner countries with available data. (40.4 %, rank 42/45 , 2022) Download Indicator

    (0.3 %, rank 2/39 , 2022) Download Indicator

    The percentage of four-year-olds in primary education in Australia is one of the highest among OECD and partner countries with available data. (1.1 %, rank 4/45 , 2022) Download Indicator

    The percentage of five-year-olds in ECEC in Australia is one of the lowest among OECD and partner countries with available data. (24.7 %, rank 37/40 , 2022) Download Indicator

    The percentage of five-year-olds in pre-primary education in Australia is one of the lowest among OECD and partner countries with available data. (24.7 %, rank 41/44 , 2022) Download Indicator

    The percentage of five-year-olds in primary education in Australia is one of the highest among OECD and partner countries with available data. (76.4 %, rank 4/45 , 2022) Download Indicator

    Graduation

    The average age of graduates from vocational programmes at the upper secondary level in Australia is comparatively high. (32.3 Years, rank 3/39 , 2022) Download Indicator

    Graduation by field of education

    The percentage of tertiary graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (5.8 %, rank 38/42 , 2022) Download Indicator

    The percentage of tertiary graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (34.8 %, rank 5/42 , 2022) Download Indicator

    The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (8.2 %, rank 38/42 , 2022) Download Indicator

    The percentage of tertiary graduates in the field of services is one of the lowest among OECD and partner countries with available data. (1.4 %, rank 39/42 , 2022) Download Indicator

    In Australia, the proportion of upper secondary vocational graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (26.9 %, rank 3/36 , 2022) Download Indicator

    In Australia, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of STEM is one of the lowest among OECD and partner countries with available data. (26.6 %, rank 32/36 , 2022) Download Indicator

    In Australia, the share of short-cycle tertiary vocational graduates in the field of business, administration and law is relatively high compared to other OECD countries and partner economies with available data. (46.6 %, rank 2/37 , 2022) Download Indicator

    In Australia, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (22.3 %, rank 5/45 , 2022) Download Indicator

    In Australia, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of services is one of the lowest among OECD and partner countries with available data. (0.8 %, rank 40/44 , 2022) Download Indicator

    Graduation by field of education and gender

    The proportion of female tertiary graduates in social sciences, business and law is one of the highest among OECD and partner countries. (31.4 %, rank 5/42 , 2022) Download Indicator

    In Australia, the share of female tertiary graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (6.9 %, rank 38/42 , 2022) Download Indicator

    In Australia, the proportion of male tertiary graduates in the field of social sciences, journalism and information is relatively small. (4.2 %, rank 39/42 , 2022) Download Indicator

    In Australia, the share of male tertiary graduates in the field of business, administration and law is one of the largest among OECD and partner countries with available data. (39.5 %, rank 2/42 , 2022) Download Indicator

    The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively low in Australia. (30.8 %, rank 38/42 , 2022) Download Indicator

    In Australia, the percentage of female post-secondary non-tertiary graduates in the field of health and welfare is relatively small. (65.2 %, rank 22/23 , 2022) Download Indicator

    In Australia, the percentage of female post-secondary non-tertiary graduates in the field of business, administration and law is relatively small. (58.3 %, rank 22/26 , 2022) Download Indicator

    In Australia, the proportion of female graduates from upper secondary vocational programmes in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries. (7.4 %, rank 36/39 , 2022) Download Indicator

    Fields of education

    In Australia, the percentage of new entrants to tertiary education in the field of social sciences, journalism and information is relatively low. (6.9 %, rank 35/39 , 2022) Download Indicator

    In Australia, the percentage of new entrants to tertiary education in the field of engineering, manufacturing and construction is relatively low. (8.5 %, rank 38/39 , 2022) Download Indicator

    The percentage of students enrolled in the field of engineering, manunfacturing and construction among all national tertiary students in Australia is relatively low. (8.7 %, rank 33/36 , 2022) Download Indicator

    The percentage of students enrolled in the field of services among all national tertiary students in Australia is relatively low. (1.4 %, rank 37/40 , 2022) Download Indicator

    In Australia, the share of new entrants to tertiary education in the field of services is comparatively small. (1.5 %, rank 35/39 , 2022) Download Indicator

    In Australia, the share of new entrants in arts and humanities master's programmes is relatively low, compared to OECD and partner countries with available data. (4.2 %, rank 35/39 , 2022) Download Indicator

    In Australia, the share of new entrants in social sciences, journalism and information master's programmes is relatively low, compared to OECD and partner countries with available data. (5.6 %, rank 36/39 , 2022) Download Indicator

    The percentage of new entrants in engineering, manufacturing and construction bachelor's programmes is relatively low in Australia among countries with available data. (7.2 %, rank 38/40 , 2022) Download Indicator

    In Australia, the percentage of new entrants in Services master's programmes is comparatively low among OECD and partner countries with available data. (0.4 %, rank 35/39 , 2022) Download Indicator

    Student mobility

    Australia has a large share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (39 %, rank 1/32 , 2022) Download Indicator

    Australia has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (23 %, rank 2/44 , 2022) Download Indicator

    The share of worldwide foreign and international students is one of the large among OECD and partner countries with available data. (8.1 %, rank 4/41 , 2022) Download Indicator

    In Australia, the number of international or foreign students per national student abroad is one of the highest among OECD and partner countries with available data. (33 Students, rank 1/41 , 2022) Download Indicator

    In Australia, international or foreign students from Asia are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (84.3 %, rank 3/43 , 2022) Download Indicator

    In Australia, international or foreign students from Oceania are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (0.9 %, rank 2/43 , 2022) Download Indicator

    In Australia, the proportion of international graduates among bachelor's first-time graduates is relatively high. (28.1 %, rank 1/32 , 2022) Download Indicator

    In Australia, the proportion of international graduates among first-time doctorate graduates is relatively high. (44.4 %, rank 5/31 , 2022) Download Indicator

    The proportion of international students among the new entrants in master's programmes in Australia is relatively high compared to other OECD and partner countries. (49 %, rank 3/36 , 2022) Download Indicator

    In Australia, the proportion of international or foreign students enrolled in bachelor's programmes is one of the largest among OECD and partner countries with available data. (14.8 %, rank 3/41 , 2022) Download Indicator

    In Australia, the proportion of international or foreign students enrolled in master's programmes is one of the largest among OECD and partner countries with available data. (39.1 %, rank 3/41 , 2022) Download Indicator

    In Australia, the proportion of international or foreign students enrolled in short-cycle tertiary programmes is one of the largest among OECD and partner countries with available data. (32.1 %, rank 1/35 , 2022) Download Indicator

    In Australia, the number of international or foreign students for every hundred national students home or abroad is comparatively high. (30 Students, rank 1/41 , 2022) Download Indicator

    In Australia, the percentage of international or foreign students coming from neighbouring countries is comparatively low . (4 Students, rank 37/40 , 2022) Download Indicator

    (26 %, rank 2/46 , 2020) Download Indicator

    Student mobility by field of education

    The percentage of students enrolled in the field of arts and humanities among all international or foreign tertiary students in Australia is relatively low. (6.3 %, rank 32/36 , 2022) Download Indicator

    The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Australia is relatively low. (2.5 %, rank 36/36 , 2022) Download Indicator

    The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Australia is relatively high. (41.8 %, rank 1/36 , 2022) Download Indicator

    The percentage of students enrolled in the field of services among all international or foreign tertiary students in Australia is relatively low. (1.4 %, rank 37/40 , 2022) Download Indicator

    In Australia, the share of students enrolled in the field of science, technology, engineering and mathematics among tertiary students is relatively low compared to other OECD and partner countries. (19.3 %, rank 33/36 , 2022) Download Indicator

    Expenditure per student

    Expenditure per student for core educational services on tertiary education in Australia is comparatively high. (16429 USD Equivalent, rank 5/26 , 2021) Download Indicator

    Expenditure per student for ancillary services on primary, secondary and post-secondary non-tertiary education in Australia is comparatively low. (140 USD Equivalent, rank 25/27 , 2021) Download Indicator

    Expenditure per student for ancillary educational services on primary to tertiary education in Australia is comparatively low. (249 USD Equivalent, rank 22/25 , 2021) Download Indicator

    The total annual expenditure per full-time equivalent student on upper secondary general education is one of the largest among OECD and partner countries with available data. (17165 USD Equivalent, rank 3/28 , 2021) Download Indicator

    Expenditure in education and national wealth

    In Australia, expenditure on post secondary non-tertiary educational institutions as a percentage of GDP is comparatively high. (0.1 %, rank 4/20 , 2021) Download Indicator

    In Australia, private expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively high. (0.7 %, rank 1/36 , 2021) Download Indicator

    In Australia, international expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively high. (0 %, rank 4/33 , 2021) Download Indicator

    In Australia, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (1.8 %, rank 3/36 , 2021) Download Indicator

    In Australia, the private expenditure as a percentage of GDP from initial source of funds on primary to post-secondary non-tertiary level is high. (0.6 %, rank 1/27 , 2021) Download Indicator

    The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively high in Australia. (1.5 %, rank 2/27 , 2021) Download Indicator

    Government and private expenditure in education

    The share of private expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (16.3 %, rank 3/36 , 2021) Download Indicator

    The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (64.4 %, rank 2/37 , 2021) Download Indicator

    Australia has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (31.5 %, rank 3/36 , 2021) Download Indicator

    In Australia, total public expenditure on secondary educational institutions as a percentage of total public expenditure is comparatively low. (1.5 %, rank 39/42 , 2021) Download Indicator

    In Australia, total public expenditure on post-secondary non-tertiary educational institutions as a percentage of total public expenditure is comparatively high. (0.2 %, rank 5/22 , 2021) Download Indicator

    In Australia, the share of public expenditure on educational institutions, for primary secondary and post-secondary non-tertiary education is comparatively small. (83.7 %, rank 33/36 , 2021) Download Indicator

    The share of public expenditure on educational institutions, for tertiary education is comparatively small in Australia. (35.6 %, rank 36/37 , 2021) Download Indicator

    In Australia, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (68.5 %, rank 34/36 , 2021) Download Indicator

    Nature of expenditure

    In Australia, the share of capital expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (12.4 %, rank 5/33 , 2021) Download Indicator

    In Australia, the share of capital expenditure on primary through tertiary is one of the largest among OECD and partner countries with available data. (12.7 %, rank 4/33 , 2021) Download Indicator

    In Australia, the share of current expenditure on primary through tertiary education is one of the smallest among OECD and partner countries with available data. (87.3 %, rank 30/33 , 2021) Download Indicator

    In Australia, the share of current expenditure on secondary education is one of the smallest among OECD and partner countries with available data. (87.6 %, rank 29/31 , 2021) Download Indicator

    In Australia, the share of current expenditure on post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (87.3 %, rank 16/18 , 2021) Download Indicator

    In Australia, the share of capital expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (13.3 %, rank 4/34 , 2021) Download Indicator

    In Australia, the share of current expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (86.7 %, rank 31/34 , 2021) Download Indicator

    Teachers

    The number of days of instruction in a school year in lower secondary public school is especially high. (197 Days, rank 5/36 , 2023) Download Indicator

    Teachers' salaries

    After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (79423 USD Equivalent, rank 5/35 , 2023) Download Indicator

    The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.94 Ratio, rank 5/17 , 2023) Download Indicator

    The average actual primary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (70412 USD Equivalent, rank 4/23 , 2023) Download Indicator

    The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (70741 USD Equivalent, rank 5/23 , 2023) Download Indicator

    After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (79423 USD Equivalent, rank 5/35 , 2023) Download Indicator

    After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (79423 USD Equivalent, rank 5/35 , 2023) Download Indicator

    After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (79855 USD Equivalent, rank 3/28 , 2023) Download Indicator

    After 15 years of experience, a primary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (79578 USD Equivalent, rank 5/35 , 2023) Download Indicator

    The ratio of lower secondary female teachers' salaries to earnings of full-time, full-year women workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.94 Ratio, rank 4/12 , 2023) Download Indicator

    The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.95 Ratio, rank 4/12 , 2023) Download Indicator

    The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Australia. (0.87 Ratio, rank 3/13 , 2023) Download Indicator

    Teachers' salaries progression

    Salaries of primary school teachers with minimum training after 10 years of experience are especially high. (79498 USD Equivalent, rank 5/36 , 2023) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (79339 USD Equivalent, rank 5/36 , 2023) Download Indicator

    It takes lower secondary teachers less time to progress through the salary scale in Australia compared to other OECD and partner countries. (9 Years, rank 30/32 , 2023) Download Indicator

    Principals' salaries

    Lower-secondary 25-64 year-old school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Australia. (1.79 Ratio, rank 3/13 , 2023) Download Indicator

    The average actual salaries of 25-64 year-old primary school heads is one of the highest in Australia. (115778 USD Equivalent, rank 3/19 , 2023) Download Indicator

    The average actual salaries of 25-64 year-old lower secondary education school heads is one of the highest in Australia. (134329 USD Equivalent, rank 1/19 , 2023) Download Indicator

    The average upper-secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (134291 USD Equivalent, rank 2/19 , 2023) Download Indicator

    Migrant background

    The percentage of foreign-born aged between 15 and 29 who are neither employed nor in education and training is one of the lowest among OECD and partner countries with available data. (8 %, rank 28/28 , 2023) Download Indicator

    The share of 25-64 year-old foreign-borns who attained upper secondary or post-secondary non-tertiary education and who arrived in Australia at 16 or older, is one of the lowest among OECD and partner countries with available data (21.1 %, rank 23/27 , 2023) Download Indicator

    The earnings of foreign-born workers as a percentage of native-born workers (among 25-34 years-old with tertiary attainment who arrived in the country at age 16-64) are one of the lowest among countries with availaible data (84.8 %, rank 13/15 , 2022) Download Indicator

    Ratio of student to teaching staff

    In Australia, the number of students per teacher in private institutions tertiary education is one of the highest among countries with available data. (26 Ratio, rank 5/35 , 2022) Download Indicator

    Employment by gender and educational attainment

    In Australia, the employment rate among 25-34 year-old men with vocational upper secondary or post-secondary non-tertiary education is comparatively high (94.1 %, rank 2/36 , 2023) Download Indicator

    Unemployment and educational attainment

    The unemployment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (0.6 %, rank 12/13 , 2023) Download Indicator

    Compared to other countries with available data, the unemployment rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is relatively low in Australia. (2 %, rank 40/41 , 2023) Download Indicator

    Compared to other countries with available data, the unemployment rate of 25-34 year-old with a master's or equivalent tertiary education degree is relatively low in Australia. (2 %, rank 33/37 , 2023) Download Indicator

    Unemployment by gender and educational attainment

    The unemployment rate among 25-34 year-old women with tertiary education is compartively low in Australia. (2.2 %, rank 40/44 , 2023) Download Indicator

    The unemployment rate among 55-64 year-old men with below upper secondary education is compartively low in Australia. (3.1 %, rank 33/37 , 2023) Download Indicator

    The unemployment rate among 55-64 year-old women with below upper secondary education is compartively low in Australia. (1.7 %, rank 34/38 , 2023) Download Indicator

    The employment rate among 25-34 year-old men with vocational upper secondary or a post-secondary non-tertiary education is comparatively low. (2.1 %, rank 32/33 , 2023) Download Indicator

    In Australia, the share of unemployed 25-64 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively low, compared to other OECD and partner countries with available data. (2 %, rank 30/33 , 2023) Download Indicator

    Compared to other countries with available data, the unemployment rate of 25-34 year-old women with general upper secondary or post-secondary non-tertiary education is relatively low in Australia. (3 %, rank 32/32 , 2023) Download Indicator

    Inactivity by gender and educational attainment

    In Australia, the inactivity rate of 25-34 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively low. (3.8 %, rank 31/34 , 2023) Download Indicator

    Earnings and educational attainment

    The earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (93 Index, rank 2/41 , 2022) Download Indicator

    The proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite low. (129 Index, rank 37/41 , 2022) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a master's, doctoral or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (145 Index, rank 31/35 , 2022) Download Indicator

    In Australia, the proportional difference in earnings between 25-64 year-old men with a master's, doctoral or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (149 Index, rank 33/35 , 2022) Download Indicator

    Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively low. (130.2 %, rank 37/40 , 2022) Download Indicator

    Earnings of foreign-born aged between 25 and 64 who work full- and part-time with a short cycle tertiary education are comparatively low. (109.7 %, rank 26/30 , 2022) Download Indicator

    Earnings of 25-64 year-old full- and part-time workers with a master's, doctoral or equivalent education degree are comparatively low. (150.7 %, rank 32/34 , 2022) Download Indicator

    In Australia, the share of worker earning more than twice the median among those with a master's or doctoral or equivalent education degree is comparatively low. (20.7 %, rank 30/33 , 2022) Download Indicator

    The share of 25-64 year-old workers without an upper secondary education earning more than twice the overall median in Australia is one of the highest among countries with available data. (6 Index, rank 5/38 , 2022) Download Indicator

    In Australia, the relative earnings for 25-34 year-old workers with master's or doctoral or equivalent degree are low compared to workers with upper secondary attainment (117 Index, rank 32/33 , 2022) Download Indicator

    Earnings, gender and educational attainment

    The earnings of men without an upper secondary education are relatively high compared to those of men with an upper secondary education. (94 Index, rank 2/41 , 2022) Download Indicator

    The earnings of women without an upper secondary education are relatively high compared to those of women with an upper secondary education. (94 Index, rank 3/41 , 2022) Download Indicator

    In Australia, the proportion of young women's earnings as a percentage of men's earnings (25-34 year-olds with tertiary education working full-time full-year), is relatively high compared to OECD and other members with available data (94.9 %, rank 2/41 , 2022) Download Indicator

    The earnings of women as a percentage of men's earnings (25-34 year-olds without an upper secondary education working full-time full-year) are one of the highest among countries with available data. (102.2 %, rank 2/33 , 2022) Download Indicator

    Neither in education nor employed

    The share of men with vocational upper secondary or post-secondary non-tertiary education neither in employment nor in education and training (25-29 year-olds) in Australia is relatively low (5.9 %, rank 24/27 , 2023) Download Indicator

    The share of women with tertiary education neither in employment nor in education and training (25-29 year-olds) in Australia is relatively low. (6.5 %, rank 37/41 , 2022) Download Indicator

    The share of women who are unemployed NEET (18-24 year-olds) in Australia is relatively low. (2 %, rank 35/39 , 2022) Download Indicator

    The share of young women neither employed nor in education or training (25-29 year-olds) in Australia is comparatively low . (12.9 %, rank 38/41 , 2022) Download Indicator


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    General findings
    
                        
    
                            
    
                                
    • Educational and labour-market outcomes for young adults at risk of falling behind have improved. Since 2016, the share of 18-24 year-olds not in employment, education or training has fallen from 16% to 14% on average across the OECD. At the same time, the share of 25-34 year-olds without an upper secondary qualification has decreased from 17% to 14%.

    • Job opportunities have also improved: the employment rate among 25-34 year-olds without an upper secondary qualification has risen from 59% to 61%, and for those with upper secondary or post-secondary non-tertiary attainment, it has increased from 76% to 79%.

    • Educational outcomes are transmitted across generations. Inequalities start early and persist through all stages of the education system. In countries with available data, children from low-income families are on average 18 percentage points less likely to be enrolled in early childhood education and care before the age of 3.

    • Students who start an upper secondary programme are 19 percentage points less likely to successfully complete their studies if their parents have not attained upper secondary education than their peers with parents who have a tertiary qualification, and this gap is 13 percentage points for those starting a bachelor’s programmes.

    • These disadvantages result in very different levels of educational attainment. While 72% of adults who have at least one parent with a tertiary qualification have also obtained a tertiary qualification, only 19% of those whose parents have not completed upper secondary education have tertiary attainment.

    • Public expenditure on early childhood education measured as a share of gross domestic product (GDP) increased by 9% between 2015 and 2021, significantly more than for other levels of education. Enrolment rates in early childhood education have also continued to rise across all age groups. On average across the OECD, 83% of children aged 3-5 are enrolled in pre-primary education, up from 79% in 2013.
    
                            
    
                            
    
                                | Equity in education and on the labour market | Education policies: Equity | Education policies: Gender | Education policies: Socio-economic status | Education policies: Migrant background | 
    
                            
    
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    • 	In almost all countries with available data, the share of younger adults (25-34 year-olds) without an upper secondary qualification has fallen since 2016 and for Costa Rica, Mexico, Portugal and Türkiye these declines have been in double digits in percentage-point terms. This means many more younger adults will have the opportunity to succeed in the labour market.

    • 	On average across OECD countries, the share of women with at least a bachelor's or equivalent degree has almost doubled in a generation: going from 24% among 55-64 year-olds to 47% among 25-34 year-olds, reflecting a substantial increase in educational attainment.

    • 	In most OECD countries, the share of 18-24 year-olds who are neither employed nor in formal education or training (NEET) has decreased between 2016 and 2023. Costa Rica and Lithuania are exceptions, having experienced a rise above 3 percentage points in the share over this period.

    • 	Employment rates for younger adults (25-34 year-olds) slightly improved in most countries between 2016 and 2023, irrespective of their educational attainment level. However, the gap in employment rates between younger adults with below upper secondary attainment and those with tertiary attainment has widened in more than half of OECD, partner and/or accession countries with comparable data for both years.

    • 	In OECD countries, workers who have not attained upper secondary education earn, on average, 18% less than those who have attained this level of education. Meanwhile, workers with a tertiary education earn, on average, 56% more than those with only an upper secondary education.
    
                            
    
                            
    
                                | Education policies: Attainment | Education policies: Labour market outcomes | 
    
                            
    
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    • 	Most children aged 3 to 5 (84%) attend early childhood education (ECE) programmes across the OECD, yet only 32% of those aged 0 to 2 are enrolled in early childhood educational development programmes (ISCED 01) on average. Younger children from low-income families are least likely to attend these programmes, despite being likely to benefit the most.

    • 	Since 2013, 12 countries have extended the length of compulsory education at either pre-primary or upper secondary level. As enrolment rates in the years before and after compulsory education are already generally high, these measures often aim to increase enrolment among disadvantaged groups, where rates are lower.

    • 	The vast majority of primary students are enrolled in public institutions, averaging 85% across OECD countries. In some countries, government-dependent private institutions are prevalent, which often function in similar ways to public institutions.

    • 	Gender disparities at the upper secondary level affect students’ pathways in the labour market and higher education. On average, 51% of graduates from upper secondary general programmes are female, but in vocational programmes female only make up 46% of graduates.

    • 	Family background strongly influences success in upper secondary education. In all countries with available data, students whose parents have lower educational attainment have substantially lower completion rates than students with a tertiary-educated parent. Completion rates for students with immigrant backgrounds are also lower than for non-immigrant students.

    • 	On average, women are over-represented in tertiary education, but they remain under-represented in some fields. Only 15% of female new entrants at tertiary level choose a science, technology, engineering or mathematics (STEM) field, compared to 41% of male new entrants. In contrast, only 4% of male entrants opted for the field of education and 8% for health and welfare, shares which have not changed since 2015.
    
                            
    
                            
    
                                | Education policies: Access and Participation  | 
    
                            
    
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    • 	Expenditure per student increases with the educational level in nearly all OECD countries, although by how much varies substantially among countries. On average, expenditure per student amounts to about USD 11 900 at primary level, USD 13 300 at secondary level and USD 20 500 at tertiary level.

    • 	OECD countries spend, on average, the equivalent of 4.9% of their gross domestic product (GDP) (over USD 3.5 trillion in total) on educational institutions from primary to tertiary levels (including tertiary research and development). Iceland, Israel, Norway and the United Kingdom invest over 6% of their national output into education.

    • 	Private sources play a much more important role in funding tertiary education, relative to government sources, than at lower levels. On average, private sources of funding amount to 0.3% of GDP for primary to post-secondary non-tertiary institutions, with a similar percentage for tertiary institutions. In contrast, government funding amounts to 3.2% of GDP for primary to post-secondary non-tertiary institutions, well above the 1.0% of GDP that governments spend on tertiary institutions.

    • 	On average, across OECD countries, the government is the primary source of funding for both public and private primary schools. For public institutions, the government covers nearly all expenditure, amounting to about USD 11 900 per student, while it accounts for less than 60% of the costs for private ones, roughly USD 7 900 per student, on average. However, these figure vary considerably across countries. 

    • 	Tuition fees for bachelor's degrees vary considerably from country to country. In one-third of the countries and other participants with data, public institutions either offer tuition-free education to national students or charge less than USD 1 100 per year in fees. In another third of countries, annual tuition fees are relatively modest, averaging between USD 1 400 and USD 3 100 per student. In the remaining countries, fees are considerably higher, exceeding USD 4 500 per year.
    
                            
    
                            
    
                                | Education policies: Finance and Funding | 
    
                            
    
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    • 	Between 2013 and 2022, the ratio of children to teaching staff at pre-primary level fell across most countries, from 16:1 to 15:1 on average in OECD countries, due to fewer enrolled children and more teachers. In some countries, however, the ratio has increased due to rising child enrolment and teacher shortages.

    • 	In most OECD countries, the salaries of teachers increase with the level of education they teach. On average across OECD countries and other participants, the salaries of teachers with the most prevalent qualifications with 15 years of experience range from USD 52 631 at pre-primary level to USD 60 803 at upper secondary level.

    • 	Between 2015 and 2023, the statutory salaries of teachers at primary and secondary levels increased by 28-29% in nominal terms on average across OECD countries. When adjusted for changes in prices, the rise in real salaries was much smaller, at 4-5%.

    • 	Based on official regulations or agreements, teachers in public schools in OECD countries and other participants are required to teach on average 1 007 hours per year at pre-primary level, 773 hours at primary level, 706 hours at lower secondary level (general programmes) and 679 hours at upper secondary level (general programmes). 

    • 	Of the 21 countries with available data, 18 reported that they faced teacher shortages at the start of the 2022/23 academic year, with only Greece, Korea and Türkiye not reporting any shortages.

    • 	The ageing of the teaching workforce is more pronounced in secondary schools than in primary education. On average across OECD countries, the share of older teachers (aged 50 and over) increases with the education level: from 34% in primary education to 36% in lower secondary and 41% in upper secondary education.
    
                            
    
                            
    
                                | Education policies: Teachers | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | 
    
                            
    
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				Key
            
    
            Diagram of funding flows - Australia
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
				Key
            
    
            Country Reviews for Australia
            
    
            
    
			
    
        
    
		
              
              
              
              
              
              
              
        
    
            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.
    
            All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. 
            The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
            

    
			Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.  
			

    
	    *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 averages.
		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 2021 for more details about the data collections.
            

    
			B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China:
Beijing, Shanghai, Jiangsu and Zhejiang.
			

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