Country
Data profiles:
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Financial literacy (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2017) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Teachers and teaching conditions (TALIS 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
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> Notes on the education system in Australia



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Attainment by gender
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. (35.4 %, rank 31/34 , 2020) Download Indicator
Participation in education
The enrolment rate of 20-24 year-olds in Australia is one of the highest among OECD and partner countries with available data. (55.4 %, rank 2/42 , 2019) Download Indicator
The enrolment rate of 40-64 year-olds in Australia is one of the highest among OECD and partner countries with available data. (6.8 %, rank 1/41 , 2019) Download Indicator
Graduation expectancy
In Australia, the percentage of today's young people expected to graduate from a doctoral or equivalent programme before the age of 35 ranks as one of the highest among OECD and partner countries with available data. (1.4 %, rank 5/29 , 2019) Download Indicator
Australia has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (50.7 %, rank 1/31 , 2019) Download Indicator
The percentage of today's young people expected to obtain a master's or an equivalent degree before the age of 35 is one of the highest among OECD countries and partner economies with available data. (23.6 %, rank 4/29 , 2019) Download Indicator
Excluding mobile students, Australia has one of the lowest percentages of young people expected to obtain a master's or an equivalent degree before the age of 30. (5.9 %, rank 25/27 , 2019) Download Indicator
Graduation
The percentage of first-time master's graduates is relatively high in Australia. (25.5 %, rank 2/23 , 2019) Download Indicator
In Australia, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively important . (100 %, rank 1/24 , 2019) Download Indicator
Graduation by gender
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. (6.5 %, rank 39/43 , 2019) 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 41/43 , 2019) 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. (40.6 %, rank 2/43 , 2019) Download Indicator
In Australia, the percentage of female post-secondary non-tertiary graduates in the field of health and welfare is relatively small. (71.6 %, rank 20/22 , 2019) Download Indicator
Graduation by age
In Australia, the average age of post-secondary non-tertiary graduates from vocational programmes is one of the highest among OECD and partner countries with available data (34.9 Years, rank 5/23 , 2019) Download Indicator
The average age of upper secondary graduates from vocational programmes in Australia is one of the highest among OECD and partner countries with available data (31.6 Years, rank 3/37 , 2019) 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. (5.5 %, rank 40/44 , 2019) 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. (36.4 %, rank 3/44 , 2019) 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. (22.5 %, rank 5/34 , 2019) Download Indicator
In Australia, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0.7 %, rank 42/44 , 2019) 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. (6.2 %, rank 34/37 , 2019) Download Indicator
In Australia, the percentage of new entrants to tertiary education in the field of engineering, manufacturing and construction is relatively low. (8.6 %, rank 37/37 , 2019) 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. (8.2 %, rank 33/34 , 2019) 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. (66 %, rank 28/32 , 2019) Download Indicator
In Australia, the share of new entrants to tertiary education in the field of services is comparatively small. (1.6 %, rank 33/37 , 2019) Download Indicator
The proportion of new entrants to tertiary education in the field of agriculture, forestry, fisheries and veterinary is one of the smallest among OECD and partner countries with available data. (0.8 %, rank 35/37 , 2019) Download Indicator
Student mobility
Australia has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (28.4 %, rank 2/44 , 2019) Download Indicator
In Australia, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively large. (8.4 %, rank 2/81 , 2019) 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. (39 Students, rank 1/44 , 2019) 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. (0.8 %, rank 3/75 , 2019) Download Indicator
In Australia, the proportion of international graduates among bachelor's first-time graduates is relatively high. (29.3 %, rank 1/29 , 2019) Download Indicator
In Australia, the proportion of international graduates among first-time doctorate graduates is relatively high. (40.9 %, rank 5/28 , 2019) 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. (6.1 %, rank 31/33 , 2019) 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 33/33 , 2019) 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. (47.2 %, rank 1/33 , 2019) Download Indicator
In Australia, the percentage of international doctoral graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (5.2 %, rank 32/34 , 2019) Download Indicator
Adult participation in non-formal education
In Australia, the proportion of adults employed in enterprises of over 249 persons and participating in non-formal education and training is high compared to other OECD and partner countries. (81 %, rank 4/35 , 2016) Download Indicator
In Australia, the proportion of adults employed in the public sector and participating in non-formal education and training is high compared to other OECD and partner countries. (82.4 %, rank 5/36 , 2016) Download Indicator
The percentage of employed adults participating in job-related non-formal education and training sponsored by the employer is relatively high. (56.6 %, rank 5/36 , 2016) Download Indicator
In Australia, the proportion of adults employed in enterprises of over of 249 persons and participating in job-related non-formal education and training sponsored by the employer is high compared to other OECD and partner countries. (72.1 %, rank 3/34 , 2016) Download Indicator
The percentage of employed adults participating in job-related non-formal education and training not sponsored by the employer is relatively low. (3.4 %, rank 32/36 , 2016) Download Indicator
The percentage adults employed in enterprises of over 249 persons and participating in job-related non-formal education and training not sponsored by the employer is relatively low. (2.7 %, rank 23/27 , 2016) Download Indicator
In Australia, the proportion of adults employed in the public sector and participating in job-related non-formal education and training not sponsored by the employer is low compared to other OECD and partner countries. (4.1 %, rank 32/36 , 2016) Download Indicator
In Australia, the proportion of employed adults participating in non-job-related non-formal education and training sponsored by the employer is relatively low. (0.7 %, rank 31/33 , 2016) Download Indicator
In Australia, the proportion of adults employed in the private sector and participating in non-job-related non-formal education and training sponsored by the employer is relatively low. (0.7 %, rank 27/30 , 2016) Download Indicator
In Australia, the proportion of adults employed in the public sector and participating in non-job-related non-formal education and training sponsored by the employer is relatively low. (0.9 %, rank 21/22 , 2016) Download Indicator
Expenditure per student
Expenditure per student for ancillary services on primary, secondary and post-secondary non-tertiary education in Australia is comparatively low. (155 USD Equivalent, rank 23/26 , 2018) Download Indicator
Expenditure in education and national wealth
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. (2 %, rank 3/37 , 2018) 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 . (0.7 %, rank 3/25 , 2018) Download Indicator
The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively large in Australia. (1.6 %, rank 2/25 , 2018) Download Indicator
The private expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively high in Australia. (0.9 %, rank 2/26 , 2018) Download Indicator
Public 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. (18 %, rank 5/37 , 2018) Download Indicator
The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (65.2 %, rank 3/37 , 2018) 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. (33.1 %, rank 3/37 , 2018) Download Indicator
In Australia, the share of public expenditure on educational institutions, for primary secondary and post-secondary non-tertiary education is comparatively small. (82 %, rank 33/37 , 2018) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (34.8 %, rank 35/37 , 2018) Download Indicator
In Australia, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (66.9 %, rank 35/37 , 2018) Download Indicator
In Australia, the relative share of public expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (83.3 %, rank 23/26 , 2018) Download Indicator
In Australia, the relative share of private expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (16.7 %, rank 4/26 , 2018) Download Indicator
In Australia, the relative share of public expenditure from initial source of funds at primary to tertiary education is relatively low. (73.7 %, rank 22/25 , 2018) Download Indicator
In Australia, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively large. (26.3 %, rank 3/25 , 2018) Download Indicator
In Australia, the relative share of public expenditure from initial source of funds on tertiary education is one of the smallest among OECD and partner countries with available data. (53.4 %, rank 23/26 , 2018) Download Indicator
In Australia, the relative share of private expenditure from initial source of funds on tertiary education is comparatively large. (46.6 %, rank 2/26 , 2018) Download Indicator
Nature of expenditure
The share of capital expenditure for primary to tertiary education in Australia is one of the highest among OECD and partner countries with available data. (13.1 %, rank 4/31 , 2018) Download Indicator
The share of current expenditure for primary to tertiary education in Australia is one of the lowest among OECD and partner countries with available data. (86.9 %, rank 27/31 , 2018) Download Indicator
The percentage of capital expenditure on secondary education is relatively in Australia. (11.5 %, rank 5/34 , 2018) Download Indicator
Teachers
The number of days of instruction in a school year in lower secondary school is especially high. (200 Days, rank 3/30 , 2020) Download Indicator
The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively low in Australia. (758 Hours, rank 23/25 , 2020) Download Indicator
Teachers' salaries
The ratio of pre-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. (0.95 Ratio, rank 5/21 , 2020) Download Indicator
The salaries of 55-64 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Australia. (0.91 Ratio, rank 5/21 , 2020) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in Australia relatively compared to OECD and partner countries with available data. (55593 USD Equivalent, rank 3/23 , 2020) Download Indicator
Teachers' salaries progression
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (62021 USD Equivalent, rank 5/34 , 2020) Download Indicator
It takes lower secondary teachers less time to progress through the salary scale in Australia compared to other OECD and partner countries. (8 Years, rank 26/27 , 2020) Download Indicator
Principals' salaries
Lower-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Australia. (1.68 Ratio, rank 3/22 , 2020) Download Indicator
The average lower secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (114771 USD Equivalent, rank 1/23 , 2020) Download Indicator
In Australia, the average actual salaries of 25-34 year-old lower-secondary school heads is relatively high compared to OECD and partner countries with available data. (93229 USD Equivalent, rank 3/17 , 2020) Download Indicator
The average actual salaries of 55-64 year-old lower secondary school heads is one of the highest in Australia. (116468 USD Equivalent, rank 1/21 , 2020) Download Indicator
The average actual salaries of lower secondary men school heads aged 25 to 64 is one of the highest in Australia. (115188 USD Equivalent, rank 1/21 , 2020) Download Indicator
The average actual salaries of lower secondary women school heads aged 25 to 64 is one of the highest in Australia. (114107 USD Equivalent, rank 1/21 , 2020) Download Indicator
Organisation of the education system
In Australia, total compulsory instruction time for primary and lower secondary students is one of the longest among OECD and partner countries with available data. (11060 Hours, rank 1/37 , 2021) Download Indicator
In Australia, total compulsory instruction time for lower secondary students is relatively long. (4062 Hours, rank 5/37 , 2021) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is low compared to other OECD and partner countries. (82.1 %, rank 40/41 , 2020) Download Indicator
The employment rate among 25-34 year-olds with a short-cycle tertiary education is comparatively low. (72.7 %, rank 29/33 , 2020) Download Indicator
Earnings and educational attainment
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. (125 Index, rank 34/37 , 2019) 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. (140 Index, rank 31/33 , 2019) Download Indicator
In Australia, the proportional difference in earnings between 25-64 year-old men with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is low. (107 Index, rank 25/29 , 2019) 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. (140 Index, rank 32/33 , 2019) Download Indicator
Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively low. (125 Index, rank 36/37 , 2019) 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. (106 Index, rank 25/28 , 2019) 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. (143 Index, rank 31/32 , 2019) Download Indicator
Earnings, gender and educational attainment
The earnings of women without an upper secondary education are relatively high compared to those of women with an upper secondary education. (92 Index, rank 4/37 , 2019) Download Indicator
The difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite low. (127 Index, rank 36/37 , 2019) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with tertiary education and income from employment) are one of the highest among countries with available data. (81.1 %, rank 4/37 , 2019) Download Indicator
Social outcomes
In Australia, the proportion of adults who reported being interested in politics is high compared to other OECD and partner countries. (71.8 %, rank 4/28 , 2018) Download Indicator
In Australia, the proportion of adults without an upper secondary education who reported being interested in politics is high compared to other OECD and partner countries. (67.1 %, rank 3/25 , 2018) Download Indicator
In Australia, the proportion of adults with an upper secondary or post-secondary non-tertiary education who reported being interested in politics is high compared to other OECD and partner countries. (70.2 %, rank 4/28 , 2018) Download Indicator
Entrance
The proportion of youth (excluding international students) expected to enter bachelor's or equivalent programme before the age of 25 is comparatively high in Australia. (58.9 %, rank 4/32 , 2019) Download Indicator
The share of young people expected to enter master's programmes before the age of 30 is one of the largest among OECD and partner countries with available data. (30.4 %, rank 5/38 , 2019) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
Visualisations



- In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
- Women also earn on average about 76-78% of mens salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
- Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
Visualisations



- On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
- The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
- In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
Visualisations



- In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
- Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
- In most countries, teachers above 50 years of age make up more than a third of the teaching force.
- Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
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- On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
- There are 15 children for every teacher at pre-primary level on average across OECD countries.
- Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
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> Notes on the education system in Australia





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/
*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.