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 Belgium



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Attainment
The level of short-cycle tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (0.6 %, rank 32/35 , 2020) Download Indicator
Participation in education
The enrolment rate among 15-19 year-olds in Belgium is one of the highest among OECD and partner countries with available data. (94.2 %, rank 1/43 , 2019) Download Indicator
The percentage of three-year-olds in early childhood education in Belgium is one of the highest among OECD and partner countries with available data. (97.9 %, rank 5/41 , 2019) Download Indicator
The percentage of four-year-olds in early childhood and primary education in Belgium is one of the highest among OECD and partner countries with available data. (98.3 %, rank 5/41 , 2019) Download Indicator
The percentage of students in government-dependent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (57.4 %, rank 4/22 , 2019) Download Indicator
The percentage of students in independent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (0.2 %, rank 27/30 , 2019) Download Indicator
The percentage of 3-5 year-old children in early childhood and primary education in Belgium is one of the highest among OECD and partner countries with available data. (98.3 %, rank 5/41 , 2019) Download Indicator
The share of students enrolled in school- and work-based programmes among all upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (6.2 %, rank 20/22 , 2019) Download Indicator
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 smallest among OECD and partner countries with available data. (22.6 %, rank 32/35 , 2019) Download Indicator
Graduation expectancy
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. (23.5 %, rank 5/29 , 2019) Download Indicator
Graduation
The share of doctorate graduates in public institutions is relatively low in Belgium. (45.3 %, rank 32/35 , 2019) Download Indicator
In Belgium, 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 Belgium, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively low. (35.7 %, rank 43/44 , 2019) Download Indicator
In Belgium, the share of female tertiary graduates in the field of sciences, technology, engineering and mathematics is one of the lowest among OECD and partner countries with available data. (8.1 %, rank 36/38 , 2019) Download Indicator
The share of male tertiary graduates in the field of health and welfare is relatively high in Belgium. (17.9 %, rank 1/43 , 2019) Download Indicator
In Belgium, the percentage of female post-secondary non-tertiary graduates in the field of business, administration and law is relatively small. (50.8 %, rank 21/24 , 2019) Download Indicator
In Belgium, the share of female post-secondary non-tertiary graduates in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (4.7 %, rank 22/24 , 2019) Download Indicator
In Belgium, the share of female post-secondary non-tertiary graduates in the field of services is one of the smallest among OECD and partner countries with available data. (41.3 %, rank 21/25 , 2019) Download Indicator
Graduation by age
In Belgium, the average age of post-secondary non-tertiary graduates from vocational programmes is one of the lowest among OECD and partner countries with available data (21.5 Years, rank 23/23 , 2019) Download Indicator
In Belgium, the percentage of first-time bachelor's graduates younger than 30 is relatively high. (95.8 %, rank 2/31 , 2019) Download Indicator
In Belgium, the percentage of first-time master's graduates younger than 35 is relatively high. (96.7 %, rank 1/29 , 2019) Download Indicator
In Belgium, the percentage of first-time doctorate graduates younger than 35 is relatively high. (80.8 %, rank 3/29 , 2019) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of information and communication technologies is one of the lowest among OECD and partner countries with available data. (2.2 %, rank 41/43 , 2019) Download Indicator
The percentage of tertiary graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (27.8 %, rank 1/44 , 2019) Download Indicator
The share of doctoral graduates in the field of information and communication technologies in Belgium is relatively small. (0.4 %, rank 42/43 , 2019) Download Indicator
Fields of education
The share of female who enter tertiary education in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (39.8 %, rank 35/36 , 2019) Download Indicator
The share of female who enter tertiary education in the field of information and communication technologies (ICTs) is one of the smallest among OECD and partner countries with available data. (11.2 %, rank 35/35 , 2019) Download Indicator
In Belgium, the share of new entrants in short-cycle tertiary programmes in the field of arts and humanities is relatively small. (0 %, rank 31/33 , 2019) Download Indicator
In Belgium, the share of new entrants in short-cycle tertiary programmes in the field of business, administration and law is relatively small. (0 %, rank 30/33 , 2019) Download Indicator
In Belgium, the share of new entrants in short-cycle tertiary programmes in the field of engineering, manufacturing and construction is relatively small. (0 %, rank 31/33 , 2019) Download Indicator
In Belgium, the share of new entrants to tertiary education in the field of services is comparatively small. (1.5 %, rank 34/37 , 2019) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Belgium is relatively low. (9.3 %, rank 30/33 , 2019) Download Indicator
Adult learning
The annual training costs per participant are one of the highest across OECD countries and partner countries. (3250.9 %, rank 2/25 , 2015) Download Indicator
In Belgium, the annual training costs as a share of total labour costs is relatively high compared to other OECD countries and partner countries. (2.4 %, rank 4/25 , 2015) Download Indicator
In enterprises of 10-49 employed persons, the annual training costs as a share of total labour costs is relatively high. (1.7 %, rank 5/25 , 2015) Download Indicator
In enterprises of ver 249 employed persons, the annual training costs as a share of total labour costs is relatively high. (2.8 %, rank 4/25 , 2015) Download Indicator
Expenditure per student
At primary, secondary and post-secondary non-tertiary level, the public expenditure on public educational institutions per full-time equivalent student is comparatively high in Belgium. (14530 USD Equivalent, rank 5/38 , 2018) Download Indicator
The public expenditure per full-time equivalent student from primary to tertiary education is relatively high in Belgium. (15502 USD Equivalent, rank 5/37 , 2018) Download Indicator
Expenditure in education and national wealth
In Belgium, public expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (5.2 %, rank 5/40 , 2018) Download Indicator
In Belgium, the public expenditure as a percentage of GDP from initial source of funds on primary to post-secondary non-tertiary level is high. (4 %, rank 3/26 , 2018) Download Indicator
In Belgium, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0 USD Equivalent, rank 2/29 , 2018) Download Indicator
The public expenditure as a percentage of GDP from initial source of funds at primary to tertiary education is relatively high in Belgium. (5.3 %, rank 2/25 , 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 small in Belgium. (0.2 %, rank 21/25 , 2018) Download Indicator
In Belgium, international expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively large . (0.1 %, rank 4/30 , 2018) Download Indicator
At tertiary level, the public expenditure as a percentage of GDP from initial source of funds is comparatively high in Belgium. (1.3 %, rank 5/27 , 2018) Download Indicator
Public and private expenditure in education
The share of private expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (3.1 %, rank 33/37 , 2018) Download Indicator
In Belgium, the relative share of public 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. (96.8 %, rank 4/26 , 2018) Download Indicator
In Belgium, the relative share of private 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. (2.5 %, rank 23/26 , 2018) Download Indicator
In Belgium, the relative share of public expenditure from initial source of funds at primary to tertiary education is relatively high . (94.4 %, rank 4/25 , 2018) Download Indicator
In Belgium, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively small. (4.2 %, rank 21/25 , 2018) Download Indicator
In Belgium, the relative share of private expenditure from initial source of funds on tertiary education is comparatively small. (8.8 %, rank 22/26 , 2018) Download Indicator
Nature of expenditure
The percentage of capital expenditure on primary, secondary and post-secondary non-tertiary education is relatively in Belgium. (4 %, rank 30/34 , 2018) Download Indicator
In Belgium, the share of current expenditure on primary, secondary and post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (96 %, rank 5/34 , 2018) Download Indicator
The share of capital expenditure for primary to tertiary education in Belgium is one of the lowest among OECD and partner countries with available data. (4.2 %, rank 30/31 , 2018) Download Indicator
The share of current expenditure for primary to tertiary education in Belgium is one of the highest among OECD and partner countries with available data. (95.8 %, rank 2/31 , 2018) Download Indicator
The percentage of capital expenditure on secondary education is relatively in Belgium. (3.2 %, rank 30/34 , 2018) Download Indicator
The percentage of current expenditure on secondary education is relatively in Belgium. (96.8 %, rank 5/34 , 2018) Download Indicator
The percentage of current expenditure on tertiary education is relatively in Belgium. (95.2 %, rank 5/32 , 2018) Download Indicator
Who the teachers are
The percentage of primary to upper secondary teachers younger than 30 is especially high. (16.5 %, rank 5/37 , 2019) Download Indicator
In Belgium, the share of female teachers younger than 30 in tertiary education is relatively large. (63.9 %, rank 3/33 , 2019) Download Indicator
Ratio of student to teaching staff
The ratio of students to teaching staff at the upper secondary level is especially low. (9.5 Ratio, rank 38/42 , 2019) Download Indicator
The ratio of students to teaching staff at the vocational upper secondary level is especially low in Belgium. (8.5 Ratio, rank 26/30 , 2019) Download Indicator
The ratio of students to teaching staff at the lower secondary level in government-dependent private institutions is especially low in Belgium. (8.9 Ratio, rank 16/19 , 2019) Download Indicator
The ratio of students to teaching staff at the upper secondary level in government-dependent private institutions is especially low in Belgium. (9.5 Ratio, rank 19/20 , 2019) Download Indicator
The ratio of students to teaching staff at the secondary level in government-dependent private institutions is especially low in Belgium. (9.3 Ratio, rank 18/18 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds without upper secondary education is comparatively low. (46.9 %, rank 41/44 , 2020) Download Indicator
The employment rate among 25-34 year-olds with below upper secondary education is compartively low in Belgium. (47.9 %, rank 39/43 , 2020) Download Indicator
The employment rate among 35-44 year-olds without upper secondary education is comparatively low. (54.4 %, rank 40/43 , 2020) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with below upper secondary education is compartively low in Belgium. (57.5 %, rank 39/43 , 2020) Download Indicator
Earnings, gender and educational attainment
The proportion of male full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (22.9 %, rank 28/28 , 2019) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively low. (37.9 %, rank 26/28 , 2019) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively low. (18.1 %, rank 23/25 , 2019) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (34.4 %, rank 24/28 , 2019) Download Indicator
Participation in education by gender
The share of female students entering short-cycle tertiary programmes in Belgium is comparatively large. (87.8 %, rank 1/39 , 2019) Download Indicator
Entrance
In Belgium, the average age of new entrants in short-cycle programmes is one of the lowest among OECD and partner countries with available data. (19.4 Years, rank 32/32 , 2019) Download Indicator
In Belgium, the average age of new entrants in bachelor's programmes is one of the lowest among OECD and partner countries with available data. (19.3 Years, rank 35/37 , 2019) Download Indicator
In Belgium, the percentage of young people expected to enter in a short-cycle tertiary programme before the age of 25 is relatively low. (0.8 %, rank 28/32 , 2019) Download Indicator
In Belgium, the percentage of new entrants in short-cycle tertiary programmes younger than 25 is relatively high. (98.8 %, rank 1/32 , 2019) Download Indicator
In Belgium, the percentage of first-time entrants into tertiary education younger than 25 is relatively high. (96.7 %, rank 2/32 , 2019) Download Indicator
The percentage of young people (excluding international students) expected to enter in short-cycle tertiary programme before the age of 25 is relatively low. (0.7 %, rank 26/29 , 2019) Download Indicator
The average age of new entrants in tertiary education in Belgium is comparatively young. (19.2 Years, rank 31/32 , 2019) Download Indicator
The proportion of youth (excluding international students) expected to enter bachelor's or equivalent programme before the age of 25 is comparatively high in Belgium. (63.9 %, rank 2/32 , 2019) Download Indicator
In Belgium, the share of first-time entrants into bachelor's or equivalent programmes before the age of 25 is relatively high. (96.8 %, rank 3/37 , 2019) Download Indicator
In Belgium, the share of first-time entrants into master's or equivalent programmes before the age of 30 is relatively high. (94.2 %, rank 1/38 , 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. (30.9 %, rank 4/38 , 2019) Download Indicator
Excluding international students, Belgium has one of the highest percentages of young people expected to enter master's programmes before turning 30. (27.3 %, rank 2/33 , 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.
Visualisations



- 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
Visualisations




> Notes on the education system in Belgium





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.