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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Attainment
The level of tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (23.5 %, rank 41/45 , 2020) Download Indicator
Brazil has one of the lowest percentages of 25-64 year-olds whose highest education level is a master's or equivalent tertiary education degree. (0.7 %, rank 41/43 , 2020) Download Indicator
The proportion of 25-64 year-olds who attained a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (0.3 %, rank 34/36 , 2020) Download Indicator
The proportion of 25-34 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (48.9 %, rank 2/40 , 2020) Download Indicator
Attainment by gender
The proportion of 25-34 year-old men who have attained tertiary education is one of the lowest among OECD and partner countries with available data. (19.5 %, rank 42/45 , 2020) Download Indicator
Participation in education
The enrolment rate among 15-19 year-olds in Brazil is one of the lowest among OECD and partner countries with available data. (68.5 %, rank 39/43 , 2019) Download Indicator
The proportion of upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (10.4 %, rank 41/44 , 2019) Download Indicator
The percentage of students in independent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (73.8 %, rank 3/30 , 2019) Download Indicator
The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the lowest among OECD and partner countries with available data. (9.9 %, rank 39/42 , 2019) Download Indicator
The share of upper secondary 20-24-year-old students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (10.4 %, rank 38/41 , 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 largest among OECD and partner countries with available data. (100 %, rank 1/35 , 2019) Download Indicator
Graduation expectancy
In Brazil, the percentage of today's young people expected to graduate from upper secondary education before turning 25 is one of the lowest among OECD and partner countries with available data. (65.1 %, rank 34/35 , 2019) Download Indicator
Graduation
The percentage of first-time graduates in vocational programmes at upper secondary level is one of the lowest among OECD and partner countries with available data. (8.6 %, rank 35/36 , 2019) Download Indicator
In Brazil, the percentage of bachelor's or equivalent graduates in public institutions is one of the lowest among OECD and partner countries with available data. (20.1 %, rank 33/35 , 2019) Download Indicator
In Brazil, 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
The share of female graduates from upper secondary general programmes is one of the largest among OECD countries and partner economies with available data. (54.4 %, rank 4/42 , 2019) Download Indicator
The share of female graduates from upper secondary vocational programmes is one of the largest among OECD countries and partner economies with available data. (56 %, rank 3/39 , 2019) Download Indicator
In Brazil, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively high. (43.7 %, rank 3/44 , 2019) Download Indicator
In Brazil, 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 %, rank 42/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of education is relatively high in Brazil. (12 %, rank 4/43 , 2019) Download Indicator
In Brazil, the proportion of male tertiary graduates in the field of arts and humanities is relatively small. (3.8 %, rank 39/43 , 2019) Download Indicator
In Brazil, the proportion of male tertiary graduates in the field of social sciences, journalism and information is relatively small. (3.7 %, rank 42/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively low in Brazil. (30 %, rank 35/38 , 2019) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in the humanities and arts is one of the lowest among OECD and partner countries. (3.4 %, rank 40/43 , 2019) Download Indicator
The percentage of tertiary graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (3.6 %, rank 40/44 , 2019) Download Indicator
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. (5.1 %, rank 43/44 , 2019) Download Indicator
The percentage of tertiary graduates in the field of natural sciences, mathematics and statistics is one of the lowest among OECD and partner countries with available data. (2.2 %, rank 42/44 , 2019) Download Indicator
The share of doctoral graduates in the field of arts and humaties in Brazil is relatively large. (16.9 %, rank 4/44 , 2019) Download Indicator
In Brazil, the proportion of upper secondary vocational graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (17.7 %, rank 30/34 , 2019) Download Indicator
In Brazil, the proportion of upper secondary vocational graduates in the field of services is one of the lowest among OECD and partner countries with available data. (4.1 %, rank 33/34 , 2019) Download Indicator
In Brazil, the percentage of post-secondary non-tertiary vocational graduates in the field of services is relatively low. (7.2 %, rank 20/24 , 2019) Download Indicator
Fields of education
The percentage of students enrolled in the field of arts and humanities among all national tertiary students in Brazil is relatively low. (2.8 %, rank 34/34 , 2019) Download Indicator
The percentage of students enrolled in the field of social sciences, journalism and information among all national tertiary students in Brazil is relatively low. (5.4 %, rank 33/34 , 2019) Download Indicator
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all national tertiary students in Brazil is relatively low. (1.9 %, rank 34/34 , 2019) Download Indicator
Student mobility
Brazil has one of the smallest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (0.2 %, rank 41/44 , 2019) Download Indicator
In Brazil, the share of international and foreign students enrolled in doctoral or equivalent programmes is one of the smallest among OECD and partner countries with avaialble data. (2.3 %, rank 38/38 , 2019) Download Indicator
Student mobility by field of education
In Brazil, the share of international and foreign students among all students in the field of education is one of the smallest among OECD and partner countries with avaialble data. (0.1 %, rank 35/35 , 2019) Download Indicator
In Brazil, the share of international and foreign students among all students in the field of arts and humanities is one of the smallest among OECD and partner countries with avaialble data. (0.7 %, rank 34/35 , 2019) Download Indicator
In Brazil, the share of international and foreign students among all students in the field of social sciences, journalism and information is one of the smallest among OECD and partner countries with avaialble data. (0.4 %, rank 34/35 , 2019) Download Indicator
In Brazil, the share of international and foreign students among all students in the field of business, administration and law is one of the smallest among OECD and partner countries with avaialble data. (0.1 %, rank 34/34 , 2019) Download Indicator
In Brazil, the share of international and foreign students among all students in the field of Natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with avaialble data. (1 %, rank 34/35 , 2019) Download Indicator
In Brazil, the share of international and foreign students among all students in the field of information and communication technologies is one of the smallest among OECD and partner countries with avaialble data. (0.3 %, rank 33/34 , 2019) Download Indicator
In Brazil, the share of international and foreign students among all students in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with avaialble data. (0.4 %, rank 34/35 , 2019) Download Indicator
In Brazil, the share of international and foreign students among all students in the field of health and welfare is one of the smallest among OECD and partner countries with avaialble data. (0.2 %, rank 35/35 , 2019) Download Indicator
In Brazil, the share of international and foreign students among all students in the field of services is one of the smallest among OECD and partner countries with avaialble data. (0.2 %, rank 31/34 , 2019) Download Indicator
In Brazil, the percentage of international doctoral graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (0.8 %, rank 29/33 , 2019) 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 low in Brazil. (3748 USD Equivalent, rank 34/38 , 2018) Download Indicator
The public expenditure per full-time equivalent student from primary to tertiary education is relatively low in Brazil. (4448 USD Equivalent, rank 35/37 , 2018) Download Indicator
Expenditure in education and national wealth
Compared to 2011, GDP is comparatively low. (97 Index, rank 45/45 , 2018) Download Indicator
Public and private expenditure in education
In Brazil, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively high. (14.3 %, rank 3/41 , 2018) Download Indicator
Total public expenditure on education as a percentage of total government expenditure, for primary, secondary and post-secondary non-tertiary education is relatively high in Brazil compared to OECD and partner countries with available data. (10.6 %, rank 5/41 , 2018) Download Indicator
Compared to 2015, the share of total public expenditure from initial source of funds for primary to tertiary education is comparatively small in Brazil. (94 Index, rank 32/36 , 2018) Download Indicator
Compared to 2015, the share of total government expenditure is comparatively low in Brazil. (94 Index, rank 43/46 , 2018) Download Indicator
Who the teachers are
The percentage of primary to upper secondary teachers aged between 30 and 49 is especially high. (66 %, rank 3/37 , 2019) Download Indicator
The percentage of lower secondary teachers older than 50 is especially low. (22.8 %, rank 32/35 , 2019) Download Indicator
The percentage of upper secondary teachers older than 50 is especially low. (23.7 %, rank 35/37 , 2019) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially low. (22.7 %, rank 33/37 , 2019) Download Indicator
Females under 30 represent a small proportion of teachers in upper secondary education in Brazil. (53.4 %, rank 33/37 , 2019) Download Indicator
Teachers' salaries
The average actual pre-primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (25030 USD Equivalent, rank 19/23 , 2020) Download Indicator
The average actual primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (25366 USD Equivalent, rank 26/27 , 2020) Download Indicator
The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (25740 USD Equivalent, rank 25/27 , 2020) Download Indicator
The average actual upper secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (26724 USD Equivalent, rank 26/27 , 2020) Download Indicator
The average actual salary of 25-64 year-old lower secondary teachers is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (25888 USD Equivalent, rank 22/23 , 2020) Download Indicator
The average actual salary 25-64 year-old lower secondary teachers is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (25425 USD Equivalent, rank 22/23 , 2020) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the lowest in Brazil relatively compared to OECD and partner countries with available data. (20077 USD Equivalent, rank 21/23 , 2020) Download Indicator
The average actual salaries of 35-44 year-old lower-secondary teachers is one of the lowest in Brazil. (24140 USD Equivalent, rank 21/23 , 2020) Download Indicator
The average actual salaries of 45-54 year-old lower-secondary teachers is one of the lowest in Brazil. (29191 USD Equivalent, rank 21/23 , 2020) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the lowest in Brazil. (30556 USD Equivalent, rank 21/23 , 2020) Download Indicator
Teachers' salaries progression
Starting salaries for teachers with minimum training in primary education are especially low. (13983 USD Equivalent, rank 37/37 , 2020) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially low. (13983 USD Equivalent, rank 37/37 , 2020) Download Indicator
Starting salaries for upper secondary teachers with minimum training are especially low. (13983 USD Equivalent, rank 37/37 , 2020) Download Indicator
Starting salaries for pre-primary teachers with minimum training are especially low. (13983 USD Equivalent, rank 29/30 , 2020) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in tertiary institutions is one of the highest among OECD and partner countries with available data. (23.7 Ratio, rank 3/34 , 2019) Download Indicator
The number of students per teacher in primary schools is one of the highest among OECD countries and partner countries with available data. (23.9 Ratio, rank 3/44 , 2019) Download Indicator
The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (23.9 Ratio, rank 3/37 , 2019) Download Indicator
The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Brazil. (3 Ratio, rank 21/21 , 2019) Download Indicator
In Brazil, the number of students per teacher in general upper secondary education is one of the highest among OECD and partner countries with available data. (25.1 Ratio, rank 2/33 , 2019) Download Indicator
In Brazil, the number of students per teacher in public lower secondary education is one of the highest among OECD and partner countries with available data. (26 Ratio, rank 3/40 , 2019) Download Indicator
The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in Brazil. (19.5 Ratio, rank 4/39 , 2019) Download Indicator
In Brazil, the number of students per teacher in public upper secondary education is one of the highest among OECD and partner countries with available data. (23.9 Ratio, rank 3/42 , 2019) Download Indicator
In Brazil, the number of students per teacher in all public secondary education is one of the highest among OECD and partner countries with available data. (25.1 Ratio, rank 3/38 , 2019) Download Indicator
In Brazil, the number of students per teacher in all private secondary education is one of the highest among OECD and partner countries with available data. (18.7 Ratio, rank 4/36 , 2019) Download Indicator
Class size
In independent private institutions at lower secondary level, classes are one of the largest in Brazil among OECD and partner countries with available data. (23 Students, rank 4/20 , 2018) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is low compared to other OECD and partner countries. (87.1 %, rank 33/36 , 2020) Download Indicator
The employment rate among 45-54 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (68.2 %, rank 36/39 , 2020) Download Indicator
The employment rate among 45-54 year-olds without upper secondary education is comparatively low. (57.1 %, rank 39/43 , 2020) Download Indicator
The employment rate among 45-54 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (68.2 %, rank 40/43 , 2020) Download Indicator
Earnings and educational attainment
The earnings of adults without an upper secondary education are relatively low compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (62 Index, rank 37/37 , 2019) 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 high. (244 Index, rank 1/37 , 2019) Download Indicator
Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (231 Index, rank 2/34 , 2019) Download Indicator
The gap in average earnings between 25-64 year-old women with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the highest among OECD and partner countries with available data. (242 Index, rank 2/34 , 2019) Download Indicator
In Brazil, the proportional difference in earnings between 25-64 year-old men with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (241 Index, rank 2/34 , 2019) Download Indicator
Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively high. (249 Index, rank 1/37 , 2019) Download Indicator
Earnings, gender and educational attainment
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. (26.2 %, rank 21/25 , 2019) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (56.9 %, rank 24/27 , 2019) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (30.3 %, rank 26/28 , 2019) Download Indicator
The earnings of men without an upper secondary education are relatively low compared to those of men with an upper secondary education. (64 Index, rank 36/37 , 2019) Download Indicator
The earnings of women without an upper secondary education are relatively low compared to those of women with an upper secondary education. (68 Index, rank 36/37 , 2019) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the lowest among countries with available data. (69.1 %, rank 33/37 , 2019) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the lowest among countries with available data. (65.2 %, rank 37/37 , 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 lowest among countries with available data. (65.3 %, rank 37/37 , 2019) Download Indicator
Neither in education nor employed
The share of youth neither employed nor in education or training (15-19 year-olds) in Brazil is relatively high. (19.6 %, rank 2/39 , 2020) Download Indicator
The proportion of youth neither employed nor in education or training among 15-29 year-olds in Brazil is one of the largest among OECD and partner countries with available data. (29.3 %, rank 3/40 , 2020) Download Indicator
In Brazil, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively large. (17.7 %, rank 2/38 , 2020) Download Indicator
In Brazil, the percentage of women neither employed nor in education or training among 15-19 year-olds is relatively high . (21.6 %, rank 2/37 , 2020) 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.
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- 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.
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- 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.
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- 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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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.