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Brazil
Overview of the education system (EAG 2023)
  • In Brazil, the total compulsory instruction time over the course of primary and lower secondary education is lower than the OECD average, at 7 200 hours, distributed over nine grades.
  • In Brazil, 44% of 15-19 year-olds are enrolled in general upper secondary education and 5% in vocational upper secondary education. A further 14% are enrolled in lower secondary programmes and 7% in tertiary programmes. This compares to an OECD average of 37% enrolled in general upper secondary programmes, 23% in vocational upper secondary programmes, 12% in lower secondary programmes and 12% in tertiary programmes.
  • Although an upper secondary qualification is often the minimum attainment needed for successful labour-market participation,28% of 25-34 year-olds in Brazil have not attained an upper secondary qualification, higher than the OECD average (14%).
  • In 2020,the government in Brazil spent USD 4306 per full-time equivalent student on public institutions (below the OECD average of USD 11 560) in primary to tertiary education. Total government expenditure on education amounted to 11% of total government expenditure on all services in 2020, compared to 10% on average across the OECD.
  • In Brazil, in full-time equivalent terms, there are 25 students per staff member in general upper secondary programmes (OECD average: 14 students per staff member) and 15 students for every teaching staff member in vocational upper secondary programmes (OECD average: 15 students per staff member).
  • In Brazil,25% of teachers in general upper secondary programmes are aged 50 or older, compared to the OECD average of 39%.
    • | Education at a Glance 2023 | Country Note | Annexes from Education at a Glance 2023 | OECD Handbook for Internationally Comparative Education Statistics 2018 | OECD Education Policy Outlook: Brazil | Ministério da Educação (Ministry of Education, in Portuguese ) | Instituto Nacional de Estudos e Pesquisas Educacionais (National Institute for Educational Research, in Portuguese) |
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Attainment

    The level of tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (23.2 %, rank 41/45 , 2022) Download Indicator

    Brazil has one of the highest percentages of 25-64 year-old adults with less than primary education. (10.8 %, rank 3/34 , 2022) 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 40/41 , 2022) 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 34/37 , 2022) Download Indicator

    In Brazil, the share of 25-34 year-olds who attained a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (0.1 %, rank 31/35 , 2022) Download Indicator

    In Brazil, the share of 25-34 year-olds who attained a master's or equivalent tertiary education degree is one of the lowest among countries with available data. (0.6 %, rank 39/40 , 2022) 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. (19.4 %, rank 42/45 , 2022) Download Indicator

    The proportion of 35-44 year-old men who have attained tertiary education is one of the lowest among OECD and partner countries with available data. (20.5 %, rank 41/45 , 2022) Download Indicator

    The proportion of 25-34 year-old women who have attained tertiary education is one of the lowest among OECD and partner countries with available data. (26.9 %, rank 41/45 , 2022) Download Indicator

    Brazil has one of the smallest shares of 25-64 year-old men whose highest education level is a master's or equivalent tertiary education degree. (0.7 %, rank 41/41 , 2022) Download Indicator

    Brazil has one of the smallest shares of 25-64 year-old women whose highest education level is a master's or equivalent tertiary education degree. (0.7 %, rank 40/41 , 2022) Download Indicator

    The share of 25-64 year-old men who attained a doctoral or equivalent tertiary education degree is one of the smallest among countries with available data. (0.3 %, rank 34/37 , 2022) Download Indicator

    The share of 25-64 year-old women who attained a doctoral or equivalent tertiary education degree is one of the smallest among countries with available data. (0.3 %, rank 34/37 , 2022) Download Indicator

    Participation in education

    The proportion of upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (11.2 %, rank 41/44 , 2021) 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. (74.7 %, rank 3/34 , 2021) 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. (11.2 %, rank 39/41 , 2021) 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 1/38 , 2021) Download Indicator

    The enrolment rate of students aged 17 in vocational upper secondary programmes in Brazil is one of the lowest among OECD and partner countries with available data. (7.2 %, rank 36/40 , 2021) Download Indicator

    The enrolment rate of students aged 18 in vocational upper secondary programmes in Brazil is one of the lowest among OECD and partner countries with available data. (3 %, rank 36/40 , 2021) Download Indicator

    The enrolment rate of students aged 19 tertiary programmes in Brazil is one of the lowest among OECD and partner countries with available data. (0 %, rank 30/34 , 2021) Download Indicator

    The enrolment rate of students aged 20 tertiary programmes in Brazil is one of the lowest among OECD and partner countries with available data. (0 %, rank 32/34 , 2021) Download Indicator

    The average age of lower secondary students enrolled in vocational programmes in Brazil is one of the highest compared to other countries with available data. (37.2 %, rank 3/22 , 2021) Download Indicator

    Brazil has one of the smallest shares of lower secondary students enrolled in vocational programmes. (0.1 %, rank 22/23 , 2021) Download Indicator

    In Brazil, the share of lower secondary vocational students among vocational students is relatively low compared to other OECD and partner countries. (0.9 %, rank 15/18 , 2021) Download Indicator

    (100 %, rank 1/30 , 2021) Download Indicator

    Students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in post-secondary non-tertiary vocational programmes are proportionally more in Brazil than in the other countries. (100 %, rank 1/20 , 2021) Download Indicator

    in Brazil, the share of post-secondary non-tertiary students among all vocational students is relatively large compared to other OECD and partner countries. (44.2 %, rank 2/26 , 2021) Download Indicator

    (100 %, rank 1/33 , 2021) Download Indicator

    (0 %, rank 29/31 , 2021) Download Indicator

    Brazil has a share of short-cycle tertiary students enrolled in programmes giving full level completion with access to tertiary education that is higher than other OECD and partner countries; (100 %, rank 1/32 , 2021) Download Indicator

    The enrolment rate among students aged 15-19 in upper secondary vocational programmes in Brazil is one of the lowest among OECD and partner countries with available data. (5.3 %, rank 38/40 , 2021) Download Indicator

    The enrolment rate among students aged 20-24 in short-cycle tertiary programmes in Brazil is one of the lowest among OECD and partner countries with available data. (0 %, rank 32/34 , 2021) Download Indicator

    The enrolment rate among students aged 20-24 in master's programmes in Brazil is one of the lowest among OECD and partner countries with available data. (0.2 %, rank 39/41 , 2021) Download Indicator

    The share of female students enrolled in short-cycle tertiary programmes is one of the largest among OECD countries and partner economies with available data. (67.8 %, rank 2/33 , 2021) 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. (8.4 %, rank 37/38 , 2021) 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. (16.5 %, rank 37/37 , 2021) 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. (54.5 %, rank 2/42 , 2021) 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. (57.4 %, rank 2/41 , 2021) Download Indicator

    Graduation by field of education

    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. (2.8 %, rank 44/44 , 2021) 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. (4.8 %, rank 42/44 , 2021) 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. (1.6 %, rank 43/44 , 2021) Download Indicator

    In Brazil, the proportion of upper secondary vocational graduates in the field of business, aministration and law is one of the highest among OECD and partner countries with available data. (30.1 %, rank 4/36 , 2021) 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. (15.1 %, rank 34/36 , 2021) 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. (3.9 %, rank 36/36 , 2021) Download Indicator

    In Brazil, the percentage of post-secondary non-tertiary vocational graduates in the field of services is relatively low. (6.5 %, rank 21/25 , 2021) Download Indicator

    In Brazil, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (29.8 %, rank 3/36 , 2021) Download Indicator

    In Brazil, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of services is one of the lowest among OECD and partner countries with available data. (5.1 %, rank 34/36 , 2021) Download Indicator

    In Brazil, the share of short-cycle tertiary vocational graduates in the field of arts and humanities is relatively high compared to other OECD countries and partner economies with available data. (56.2 %, rank 2/37 , 2021) Download Indicator

    In Brazil, the share of short-cycle tertiary vocational graduates in the field of STEM is relatively low compared to other OECD countries and partner economies with available data. (1.5 %, rank 35/37 , 2021) Download Indicator

    In Brazil, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (2.8 %, rank 45/45 , 2021) Download Indicator

    In Brazil, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of STEM is one of the lowest among OECD and partner countries with available data. (15.9 %, rank 41/45 , 2021) Download Indicator

    Graduation by field of education and gender

    The proportion of female tertiary graduates in education is one of the highest among OECD and partner countries. (26.6 %, rank 3/44 , 2021) Download Indicator

    The proportion of female tertiary graduates in the humanities and arts is one of the lowest among OECD and partner countries. (2.6 %, rank 44/44 , 2021) Download Indicator

    In Brazil, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively high. (46 %, rank 3/44 , 2021) 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. (5.5 %, rank 42/44 , 2021) Download Indicator

    In Brazil, 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. (8.6 %, rank 41/44 , 2021) Download Indicator

    The share of male tertiary graduates in the field of education is relatively high in Brazil. (11.8 %, rank 2/44 , 2021) Download Indicator

    In Brazil, the proportion of male tertiary graduates in the field of arts and humanities is relatively small. (3.1 %, rank 44/44 , 2021) Download Indicator

    In Brazil, the proportion of male tertiary graduates in the field of social sciences, journalism and information is relatively small. (3.6 %, rank 44/44 , 2021) Download Indicator

    In Brazil, 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. (34.9 %, rank 5/44 , 2021) Download Indicator

    The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively low in Brazil. (27.2 %, rank 42/44 , 2021) Download Indicator

    The share of male tertiary graduates in the field of health and welfare is relatively high in Brazil. (12.3 %, rank 2/44 , 2021) Download Indicator

    In Brazil, the share of female graduates in tertiary education in the fields of arts and humanities is one of the smallest among OECD countries and partner economies with available data. (56.4 %, rank 42/44 , 2021) Download Indicator

    In Brazil, the share of female graduates in tertiary education in the fields of engineering, manufacturing and construction is one of the largest among OECD countries and partner economies with available data. (36.6 %, rank 5/44 , 2021) Download Indicator

    Completion rates

    (61.2 %, rank 20/23 , 2021) Download Indicator

    (61.1 %, rank 22/23 , 2021) Download Indicator

    (68.4 %, rank 21/21 , 2021) Download Indicator

    (68.3 %, rank 21/21 , 2021) 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 38/38 , 2021) 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. (5.7 %, rank 37/38 , 2021) 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 38/38 , 2021) 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 42/44 , 2021) 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 available data. (2.1 %, rank 40/41 , 2021) Download Indicator

    In Brazil, international or foreign students from Latin America and the Caribbean are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (50.4 %, rank 4/43 , 2021) Download Indicator

    In Brazil, international or foreign students from Africa are highest represented among all international or foreign students, compared to other OECD and partner countries with available data. (22.8 %, rank 4/43 , 2021) Download Indicator

    In Brazil, the proportion of international or foreign students enrolled in bachelor's programmes is one of the smallest among OECD and partner countries with available data. (0.2 %, rank 40/41 , 2021) Download Indicator

    In Brazil, the proportion of international or foreign students enrolled in master's programmes is one of the smallest among OECD and partner countries with available data. (0.8 %, rank 39/41 , 2021) Download Indicator

    In Brazil, the share of international or foreign students enrolled in bachelor's programmes among men is relatively low compared to other OECD and partner countries. (0.3 %, rank 39/40 , 2021) Download Indicator

    In Brazil, the share of international or foreign students enrolled in bachelor's programmes among women is relatively low compared to other OECD and partner countries. (0.2 %, rank 39/40 , 2021) Download Indicator

    In Brazil, the share of international or foreign students enrolled in doctoral or equivalent programmes among men is relatively low compared to other OECD and partner countries. (2.8 %, rank 38/40 , 2021) Download Indicator

    In Brazil, the share of international or foreign students enrolled in doctoral or equivalent programmes among women is relatively low compared to other OECD and partner countries. (1.5 %, rank 39/40 , 2021) Download Indicator

    In Brazil, the share of international or foreign students enrolled in master's programmes among men is relatively low compared to other OECD and partner countries. (1.1 %, rank 38/40 , 2021) Download Indicator

    In Brazil, the share of international or foreign students enrolled in master's programmes among women is relatively low compared to other OECD and partner countries. (0.6 %, rank 38/40 , 2021) Download Indicator

    In Brazil, the share of international or foreign students enrolled in tertiary education among men is relatively low compared to other OECD and partner countries. (0.3 %, rank 41/43 , 2021) Download Indicator

    In Brazil, the share of international or foreign students enrolled in tertiary education among women is relatively low compared to other OECD and partner countries. (0.2 %, rank 41/43 , 2021) Download Indicator

    (0.2 %, rank 36/38 , 2021) Download Indicator

    (0.2 %, rank 36/38 , 2021) 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 available data. (0.2 %, rank 38/39 , 2021) 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 available data. (0.7 %, rank 38/39 , 2021) 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 available data. (0.3 %, rank 38/39 , 2021) 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 available data. (0.1 %, rank 37/38 , 2021) 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 available data. (0.8 %, rank 38/39 , 2021) 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 available data. (0.3 %, rank 37/38 , 2021) 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 available data. (0.4 %, rank 38/39 , 2021) 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 available data. (0.2 %, rank 39/39 , 2021) 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 available data. (0.3 %, rank 34/37 , 2021) Download Indicator

    In Brazil, the share of students enrolled in the field of science, technology, engineering and mathematics among tertiary students is relatively low compared to other OECD and partner countries. (17.5 %, rank 33/34 , 2021) Download Indicator

    In Brazil, the share of students enrolled in the field of agriculture, forestry, fisheries and veterinary among all international or foreign tertiary students is relatively high compared to other OECD and partner countries. (4.7 %, rank 3/36 , 2021) Download Indicator

    Expenditure per student

    In Brazil, public expenditure from initial source of funds on primary, secondary and post-secondary non-tertiary education per student is relatively low. (3583 USD Equivalent, rank 39/41 , 2020) Download Indicator

    The public expenditure on public educational institutions per full-time equivalent student from primary to tertiary education is relatively lowest in Brazil. (4306 USD Equivalent, rank 36/40 , 2020) Download Indicator

    Expenditure in education and national wealth

    Compared to 2011, GDP is comparatively low. (95 Index, rank 46/48 , 2020) Download Indicator

    Government and private expenditure in education

    In Brazil, total public expenditure on secondary educational institutions as a percentage of total public expenditure is comparatively high. (5.4 %, rank 4/45 , 2020) Download Indicator

    Compared to 2015, the share of public expenditure on educational institutions as a percentage of total government expenditure, for primary to tertiary education is comparatively small. (80 Index, rank 39/41 , 2020) Download Indicator

    Compared to 2015, the share of total public expenditure from initial source of funds for primary to tertiary education is comparatively smallest in Brazil. (83 Index, rank 40/41 , 2020) Download Indicator

    Teachers

    The number of days of instruction in a school year in lower secondary public school is especially high. (200 Days, rank 2/31 , 2021) Download Indicator

    Who the teachers are

    The percentage of primary to upper secondary teachers aged between 30 and 49 is especially high. (65 %, rank 4/39 , 2021) Download Indicator

    The percentage of upper secondary teachers older than 50 is especially low. (25.2 %, rank 37/39 , 2021) Download Indicator

    Females under 30 represent a small proportion of teachers in upper secondary education in Brazil. (53.2 %, rank 35/39 , 2021) Download Indicator

    In Brazil, the share of tertiary teachers aged between 30 and 49 is relatively high, compared to other countries with data available. (61.3 %, rank 4/34 , 2021) Download Indicator

    In Brazil, the share of short-cycle tertiary teachers younger than 30 is relatively low, compared to other countries with data available. (0.6 %, rank 23/23 , 2021) Download Indicator

    In Brazil, the share of short-cycle tertiary female teachers younger than 30 is relatively low, compared to other countries with data available. (0 %, rank 22/23 , 2021) Download Indicator

    In Brazil, the percentage of teachers aged between 30 and 49 in pre-primary education is one of the highest among OECD and partner countries with available data. (67.3 %, rank 2/36 , 2021) Download Indicator

    In upper secondary education, the percentage of teachers aged 50 or more is particularly low in Brazil. (25.4 %, rank 29/33 , 2021) Download Indicator

    In Brazil, the percentage of upper secondary general education teachers aged between 30 and 49 is relatively high, compared to the other countries with available data. (64.6 %, rank 3/33 , 2021) Download Indicator

    In Brazil, the share of upper secondary vocational education teachers aged 50 or more is relatively low, compared to the other countries with available data. (24.3 %, rank 28/30 , 2021) Download Indicator

    In Brazil, the percentage of teachers aged between 30 and 49 in upper secondary vocational education is one of the highest among OECD and partner countries with available data. (66.9 %, rank 3/30 , 2021) Download Indicator

    The share of teachers aged 50 or more in post secondary non-tertiary education is relatively low in Brazil, compared to the other countries with available data. (23.9 %, rank 20/20 , 2021) Download Indicator

    In Brazil, the share of post secondary non-tertiary education teachers under 30 is one of the highest among OECD and partner countries with available data (10.8 %, rank 3/20 , 2021) Download Indicator

    The share of teachers aged between 30 and 49 in post secondary non-tertiary education is relatively high in Brazil, compared to other countries with available data. (65.3 %, rank 3/20 , 2021) 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. (26.4 Ratio, rank 3/36 , 2021) 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. (23.4 Ratio, rank 4/46 , 2021) Download Indicator

    The ratio of students to teaching staff at the lower secondary level is especially high. (24.6 Ratio, rank 3/41 , 2021) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially high. (23.5 Ratio, rank 1/43 , 2021) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Brazil. (4 Ratio, rank 20/20 , 2021) 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. (25.5 Ratio, rank 2/36 , 2021) 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. (25.8 Ratio, rank 3/40 , 2021) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in Brazil. (19 Ratio, rank 3/39 , 2021) 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. (25.3 Ratio, rank 3/41 , 2021) 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 3/39 , 2021) Download Indicator

    In Brazil, the number of students per teacher in public institutions tertiary education is one of the lowest among countries with available data. (10.5 Ratio, rank 33/37 , 2021) Download Indicator

    In Brazil, the number of students per teacher in private institutions tertiary education is one of the highest among countries with available data. (54.1 Ratio, rank 1/31 , 2021) Download Indicator

    In Brazil, the number of students per teacher in public institutions short-cycle tertiary education is one of the lowest among countries with available data. (2.3 Ratio, rank 21/21 , 2021) Download Indicator

    In Brazil, the number of students per teacher in independent private short-cycle tertiary education is one of the lowest among countries with available data. (9.7 Ratio, rank 7/9 , 2021) Download Indicator

    In Brazil, the number of students per teacher in public bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (10.5 Ratio, rank 26/30 , 2021) Download Indicator

    In Brazil, the number of students per teacher in private bachelor's, master's, doctoral or equivalent programmes is one of the highest among countries with available data. (54.2 Ratio, rank 1/26 , 2021) Download Indicator

    In Brazil the ratio of children to contact staff in early childhood educational development is one of the highest compared to the other OECD and partner countries with available data. (9.1 Ratio, rank 3/16 , 2021) Download Indicator

    In Brazil, the share of teachers' aides among contact staff in early childhood educational development is one of the lowest of OECD and partner countries with available data. (26.5 Ratio, rank 10/12 , 2021) Download Indicator

    In Brazil, the share of teachers' aides among contact staff in pre-primary education is one of the lowest among OECD and partner countries with available data. (9.1 Ratio, rank 15/17 , 2021) Download Indicator

    Organisation of the education system

    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 4/19 , 2021) Download Indicator

    Employment and educational attainment

    The employment rate among 55-64 year-olds with tertiary education is compartively low in Brazil. (61.5 %, rank 41/45 , 2022) Download Indicator

    The employment rate among 45-54 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (73.8 %, rank 40/44 , 2022) Download Indicator

    Compared to other countries with available data, the employment rate of 25-34 year-olds with a master's or equivalent tertiary education degree is relatively low in Brazil. (83.3 %, rank 36/40 , 2022) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 55-64 year-old women with tertiary education is compartively low in Brazil. (52.6 %, rank 41/45 , 2022) Download Indicator

    Unemployment and educational attainment

    Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for less than 3 months is one of the smallest in Brazil, compared to other OECD countries. (16.1 %, rank 25/28 , 2021) Download Indicator

    Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for at least 12 months is one of the largest in Brazil, compared to OECD countries. (47.8 %, rank 4/36 , 2021) Download Indicator

    Inactivity and educational attainment

    In Brazil, the inactivity rate of 25-34 year-olds with a master's or equivalent tertiary education degree is one of the highest among countries with available data. (13.2 %, rank 3/37 , 2022) Download Indicator

    In Brazil, the inactivity rate of 25-64 year-olds with a master's or equivalent tertiary education degree is one of the highest among countries with available data. (11.4 %, rank 4/40 , 2022) Download Indicator

    Earnings and educational attainment

    The proportion of female full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (13.7 %, rank 25/29 , 2020) Download Indicator

    The proportion of female full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (33.2 %, rank 27/30 , 2020) Download Indicator

    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. (72 Index, rank 36/40 , 2020) 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. (253 Index, rank 1/40 , 2021) Download Indicator

    Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively high. (254.6 %, rank 1/40 , 2020) Download Indicator

    Compared to other countries with available data, earnings of 25-64 year-olds full- and part-time with below secondary education compared to those of adults with an upper secondary education are relatively low in Brazil. (66.9 %, rank 37/40 , 2020) Download Indicator

    In Brazil, the share of worker earning more than twice the median among those with a tertiary education degree is comparatively . (43 %, rank 5/40 , 2021) Download Indicator

    The share of 25-64 year-old workers without an upper secondary education earning at or below half the overall median in Brazil is one of the highest among countries with available data. (60.9 %, rank 1/38 , 2021) Download Indicator

    The share of 25-64 year-old workers with upper secondary or post-secondary non-tertiary education earning at or below half the overall median in Brazil is one of the highest among countries with available data. (41 %, rank 1/40 , 2021) Download Indicator

    Compared to other countries with available data, earnings of 25-34 year-olds working full-time and full-year with tertiary education compared to those of adults without an upper secondary education are relatively high in Brazil. (284 Index, rank 1/39 , 2021) Download Indicator

    The share of 25-64 year-old workers with tertiary education earning at or below half the overall median in Brazil is one of the highest among countries with available data. (22.8 %, rank 2/38 , 2021) Download Indicator

    Compared to other countries with available data, earnings of 45-54 year-olds working full-time and full-year with tertiary education compared to those of adults without an upper secondary education are relatively high in Brazil. (400 Index, rank 2/40 , 2021) Download Indicator

    Earnings, gender and educational attainment

    The earnings of men without an upper secondary education are relatively low compared to those of men with an upper secondary education. (68 Index, rank 37/40 , 2020) 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. (70.6 %, rank 37/40 , 2021) 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. (67.9 %, rank 39/40 , 2021) Download Indicator

    In Brazil, the proportion of young women's earnings as a percentage of men's earnings (25-34 year-olds with tertiary education working full-time full-year), is relatively low compared to OECD and other members with available data (73.5 %, rank 37/40 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (45-54 year-olds with upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the lowest among countries with available data. (65.4 %, rank 37/40 , 2021) Download Indicator

    Neither in education nor employed

    The share of women who are unemployed NEET (18-24 year-olds) in Brazil is relatively high. (9.5 %, rank 5/38 , 2022) Download Indicator


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    General findings
    
                        
    
                            
    
                                
    • On average in OECD countries, the employment rate for younger adults (25-34 year-olds) with upper secondary or post-secondary non-tertiary education as their highest attainment is 83% for those with a vocational qualification and 73% for those with a general one.
    • Combined school- and work-based vocational programmes facilitate the transition into the labour market. In Denmark, Germany, Hungary, Ireland, Latvia and Switzerland, around nine out of ten upper secondary VET students are in a combined school- and work-based programme, but in 10 countries, the share is less than one in five.
    • Vocational education and training (VET) programmes, which often require specific equipment and infrastructure, typically cost more per student than general programmes. On average across OECD countries, expenditure per student is about USD 11 400 in general upper secondary programmes, compared to about USD 13 200 in vocational programmes.
    • On average across OECD countries, 43% of teachers in vocational upper secondary programmes are aged 50 or over. This reflects an ageing VET teacher workforce, and also that some VET teachers join the teaching profession after an industry work experience.
    
                            
    
                            
    
                                | Spotlight on Vocational Education and Training | Education policies: Access and Participation - VET | Education policies: Finance and Funding - VET | Education policies: Labour market outcomes - VET | 
    
                            
    
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    • On average across OECD, 20% of adults (25-64 year-olds) still do not have an upper secondary qualification in 2022. Forty percent have an upper secondary or post-secondary non-tertiary qualification as their highest level of education, the same share as those with a tertiary degree.

    • Employment rates increase as educational attainment increases. Among 25-64 year-olds, the employment rate is 59% for those with below upper secondary attainment. This rises to 77% for adults with upper secondary or post-secondary non-tertiary attainment and 86% for those with tertiary attainment.

    • Civic engagement tends to increase as educational attainment increases. Across the OECD countries and accession countries participating in the European Social Survey (ESS) Round 10, around 10% of individuals with tertiary attainment have participated in a public demonstration in the previous 12 months, whereas 6% of individuals with upper secondary or post-secondary non-tertiary educational attainment have done so. 

    • The most common form of participation in adult learning is non-formal education and training, mostly job related. Slightly more than one in ten adults (25-64 year-olds) participate in non-formal education and training on average across OECD and accession countries reporting data with a four-week reference period, of which almost 80% have engaged in at least one job-related learning activity.
    
                            
    
                            
    
                                | Education policies: Attainment | Education policies: Labour market outcomes | 
    
                            
    
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    • On average, 18% of children under 2 and 43% of 2-year-olds were enrolled in early childhood education (ECEC) programmes in 2021 but other ECEC services also play a significant role. In Japan, 26% of children under 2 and 53% of 2-year-olds are enrolled in ECEC services outside ISCED 0. 

    • In Canada, Ireland and New Zealand, vocational programmes mostly serve those who have completed their initial schooling, and less than 12% of 15-19 year-old upper secondary students are pursuing VET. In contrast, there are 11 OECD countries where the majority of 15-19 year-olds enrolled in upper secondary education are in vocational programmes.

    • Most upper secondary VET students are in programmes that offer direct access to tertiary education. Countries where around 30% or more vocational students enrolled in programmes that lead to full level completion without direct access to tertiary education tend to be those with multiple vocational tracks and bridging options to allow progression to higher levels of education. 

    • On average, 72% of students who enter upper secondary education graduate within its theoretical duration across countries with available data. Two years after the end of the theoretical duration, the average completion rate has increased to 82%. 

    • Students who entered a general upper secondary programme have a higher rate of completion (87%) than those who entered in a vocational programme (73%) in nearly all countries two years after the end of the theoretical programme duration. 

    • The COVID-19 pandemic had a very uneven impact on international student flows across countries during the period 2019-2021. While the share of mobile students fell by 6 percentage points in Australia and 9 percentage points in New Zealand, it increased in several countries and remained unchanged in many others.
    
                            
    
                            
    
                                | Education policies: Access and Participation  | 
    
                            
    
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    • Across OECD countries, expenditure per student averages around USD 10 700 at the primary level, USD 11 900 at secondary and USD 18 100 at tertiary level. This reflects the fact that higher levels of education often require teachers to have more advanced qualifications and specialised knowledge which are usually accompanied by higher salaries.

    • Vocational education and training (VET) programmes, which often require specific equipment and infrastructure, typically cost more per student than general programmes. On average across OECD countries, expenditure per student is about USD 11 400 in general upper secondary programmes, compared to about USD 13 200 in vocational programmes.
    • Upper secondary vocational programmes receive between 3% and 17% of all funding for primary to tertiary educational institutions. Post-secondary non-tertiary programmes, which are often vocational, receive as much as 7% of funding (in Ireland) and short-cycle tertiary as much as 10% (in Canada).

    • In 2020, on average across OECD countries, 84% of the funding for primary to tertiary educational institutions came directly from government sources, 15% from private sources and 1% from non-domestic (international) sources. 

    • Higher education levels tend to have higher teachers' salary costs per student. On average across OECD countries, they rise from USD 3 614 per student in primary education to USD 4 424 in lower secondary education. This is mostly due to a combination of higher teachers' salaries and instruction time, and shorter teaching hours.
    
                            
    
                            
    
                                | Education policies: Finance and Funding | 
    
                            
    
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    • Students across the OECD receive an average of 7 634 hours of compulsory instruction during their primary and lower secondary education, ranging from 5 245 hours in Poland to double that in Australia (11 000 hours).

    • Teachers' actual salaries at pre-primary, primary and general secondary levels of education are 81-95% of the earnings of tertiary-educated workers on average across OECD countries and other participants.

    • School heads' actual salaries are more than 51% higher on average than those of teachers across primary and secondary education in OECD countries and other participants.

    • More than three-quarters of the OECD countries have national, or central, examinations in the final years of upper secondary education (in general programmes). A large majority of these countries use these examinations to grant students access to tertiary education.

    
                            
    
                            
    
                                | Education policies: Teachers | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | 
    
                            
    
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				Key
            
    
            Diagram of funding flows - Brazil
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
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            Country Reviews for Brazil
            
    
            
    
			
    
        
    
		
              
              
              
              
              
              
              
        
    
            Note: These values should be interpreted with care since they are influenced
            by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in
            education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey
            more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please
            take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. 
            The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
            

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

    
	    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. 
		This explains the difference between the OECD average and the TALIS averages.
		Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and 
		Annex 3 
		of EAG 2021 for more details about the data collections.
            

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

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