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Colombia
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Colombia
Overview of the education system (EAG 2023)
  • In Colombia, the total compulsory instruction time over the course of primary and lower secondary education is higher than the OECD average, at 9 800 hours, distributed over nine grades.
  • In Colombia, 21% of 15-19 year-olds are enrolled in general upper secondary education and 9% in vocational upper secondary education. A further 19% are enrolled in lower secondary programmes and 10% 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,23% of 25-34 year-olds in Colombia have not attained an upper secondary qualification, higher than the OECD average (14%).
  • Across all levels from primary to tertiary education, Colombia spends USD 4481 annually per full-time equivalent student (adjusted for purchasing power and including expenditure on research and development), compared to the OECD average of USD 12 647. Expenditure per student is equivalent to 29% of per capita GDP, which is above the OECD average of 27%.
  • On average,annual statutory salaries for upper secondary teachers in general programmes with the most prevalent qualification and 15 years of experience are USD 53 456 across the OECD. In Colombia, the corresponding salary adjusted for purchasing power is USD 42 677, which is equivalent to COP 65 747 734.
  • In Colombia, 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 56 students for every teaching staff member in vocational upper secondary programmes (OECD average: 15 students per staff member).
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Attainment by gender

    In Colombia, the share of 25-64 year-old men who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (25.6 %, rank 5/45 , 2022) Download Indicator

    The share of 25-64 year-old women who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (30.7 %, rank 5/45 , 2022) Download Indicator

    Education expectancy

    In Colombia, the expected years in education between ages 15 and 29 are comparatively short . (5.2 Years, rank 40/41 , 2021) Download Indicator

    In Colombia, the expected years in education between ages 15 and 29 are comparatively short for men. (5.2 Years, rank 40/41 , 2021) Download Indicator

    For women, the expected years in education between ages 15 and 29 are relatively short in Colombia. (5.2 Years, rank 41/41 , 2021) Download Indicator

    Entrance

    The share of female students entering doctoral or equivalent programmes in Colombia is one of the smallest compared to other OECD countries and partner economies. (41.5 %, rank 36/39 , 2021) Download Indicator

    In Colombia, the percentage of first-time entrants into tertiary education younger than 25 is relatively low. (68.9 %, rank 30/33 , 2021) Download Indicator

    In Colombia, the share of first-time entrants into master's or equivalent programmes before the age of 30 is relatively low. (40.2 %, rank 39/40 , 2021) Download Indicator

    In Colombia, the proportion of first-time entrants into doctorate's or equivalent programmes before the age of 30 is one of the smallest among OECD and partner countries with available data. (13.2 %, rank 38/38 , 2021) Download Indicator

    In Colombia, the average age of new entrants in master's programmes is one of the highest among OECD and partner countries with available data. (33.3 Years, rank 1/40 , 2021) Download Indicator

    In Colombia, the share of first-time entrants in bachelor's programmes is one of the smallest among OECD countries and partner economies with available data. (56.5 %, rank 30/33 , 2021) Download Indicator

    Entrance by field of education and gender

    The share of female who enter tertiary education in the field of education is one of the smallest among OECD and partner countries with available data. (63.3 %, rank 39/39 , 2021) Download Indicator

    The share of female who enter tertiary education in the field of arts and humanities is one of the smallest among OECD and partner countries with available data. (53.3 %, rank 39/39 , 2021) Download Indicator

    The share of female who enter tertiary education in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (67.9 %, rank 38/39 , 2021) Download Indicator

    In Colombia, the share of female among new entrants in doctoral programmes enrolled in the field of education is relatively small. (49.1 %, rank 37/37 , 2021) Download Indicator

    In Colombia, the share of female among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (50.6 %, rank 34/36 , 2021) Download Indicator

    In Colombia, the share of women among new entrants in bachelor's programmes in the field of education is one of the smallest among OECD and partner countries with available data. (64 %, rank 37/39 , 2021) Download Indicator

    In Colombia, the share of women among new entrants in bachelor's programmes in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (69.9 %, rank 37/39 , 2021) Download Indicator

    The share of female students entering master's or equivalent programmes in education in Colombia is one of the smallest compared to other OECD countries and partner economies. (64.8 %, rank 37/39 , 2021) Download Indicator

    The share of female students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Colombia is one of the smallest compared to other OECD countries and partner economies. (41.5 %, rank 37/39 , 2021) Download Indicator

    The share of female students entering short cycle tertiary programmes in education in Colombia is one of the smallest compared to other OECD countries and partner economies. (37.1 %, rank 23/23 , 2021) Download Indicator

    The share of female students entering short cycle tertiary programmes in health and welfare in Colombia is one of the smallest compared to other OECD countries and partner economies. (62.2 %, rank 28/29 , 2021) Download Indicator

    The share of male students entering short cycle tertiary programmes in natural sciences, mathematics and statistics in Colombia is one of the smallest compared to other OECD countries and partner economies. (32.4 %, rank 19/21 , 2021) Download Indicator

    The share of male students entering master's or equivalent programmes in engineering, manufacturing and construction in Colombia is one of the smallest compared to other OECD countries and partner economies. (60.5 %, rank 35/39 , 2021) Download Indicator

    The share of male students entering short-cycle tertiary programmes in information and communication technologies in Colombia is one of the smallest compared to other OECD countries and partner economies. (68.2 %, rank 25/28 , 2021) Download Indicator

    Participation in education

    The enrolment rate among 15-19 year-olds in Colombia is one of the lowest among OECD and partner countries with available data. (58.9 %, rank 40/42 , 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. (45.5 %, rank 5/34 , 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. (5.8 %, rank 40/41 , 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 general upper secondary programmes in Colombia is one of the lowest among OECD and partner countries with available data. (22.6 %, rank 43/44 , 2021) Download Indicator

    The enrolment rate of students aged 17 in tertiary programmes in Colombia is one of the highest among OECD and partner countries with available data. (2.4 %, rank 3/35 , 2021) Download Indicator

    The enrolment rate of students aged 19 in vocational upper secondary programmes in Colombia is one of the lowest among OECD and partner countries with available data. (1 %, rank 36/40 , 2021) Download Indicator

    The enrolment rate of students aged 20 in vocational upper secondary programmes in Colombia is one of the lowest among OECD and partner countries with available data. (0.3 %, rank 35/39 , 2021) Download Indicator

    The average age of upper secondary students enrolled in vocational programmes in Colombia is relatively low compared to the other countries. (16 %, rank 41/41 , 2021) Download Indicator

    In Colombia, upper secondary vocational students among all vocational students are relatively less numerous than in other OECD or partner countries. (36.5 %, rank 34/37 , 2021) Download Indicator

    The share of vocational students as a share of short-cycle tertiary students is among the largest in all OECD and partner countries. (100 %, rank 1/33 , 2021) Download Indicator

    Short-cycle tertiary students represent a large share of all vocational students, compared to other OECD and partner countries with available data. (63.5 %, rank 3/31 , 2021) Download Indicator

    Colombia 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 programmes in Colombia is one of the lowest among OECD and partner countries with available data. (30.1 %, rank 45/45 , 2021) Download Indicator

    The enrolment rate among students aged 15-19 in upper secondary general programmes in Colombia is one of the lowest among OECD and partner countries with available data. (21 %, rank 43/44 , 2021) Download Indicator

    The enrolment rate among students aged 20-24 in upper secondary vocational programmes in Colombia is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 34/38 , 2021) Download Indicator

    The enrolment rate among students aged 20-24 in post-secondary non-tertiary programmes in Colombia is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 28/30 , 2021) Download Indicator

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

    The percentage of four-year-olds in primary education in Colombia is one of the highest among OECD and partner countries with available data. (0.2 %, rank 5/44 , 2021) Download Indicator

    Graduation

    The average age of graduates from vocational programmes at the upper secondary level in Colombia is comparatively low. (16.5 Years, rank 38/38 , 2021) Download Indicator

    In Colombia, the percentage of first-time bachelor's graduates younger than 30 is relatively low. (74.4 %, rank 34/36 , 2021) Download Indicator

    In Colombia, the percentage of first-time master's graduates younger than 35 is relatively low. (57.3 %, rank 33/34 , 2021) Download Indicator

    In Colombia, the percentage of first-time doctorate graduates younger than 35 is relatively low. (23.7 %, rank 35/35 , 2021) Download Indicator

    In Colombia, the percentage of master's or equivalent graduates in public institutions is one of the smallest among OECD and partner countries with available data. (23.3 %, rank 35/37 , 2021) Download Indicator

    Graduation by gender

    The share of female graduates from upper secondary vocational programmes is one of the largest among OECD countries and partner economies with available data. (55 %, rank 4/41 , 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. (3 %, rank 42/44 , 2021) Download Indicator

    The percentage of tertiary graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (42.3 %, rank 2/44 , 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. (2 %, rank 42/44 , 2021) Download Indicator

    The percentage of tertiary graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (6.2 %, rank 41/44 , 2021) Download Indicator

    In Colombia, 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. (3 %, rank 43/45 , 2021) Download Indicator

    In Colombia, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (42.5 %, rank 2/45 , 2021) Download Indicator

    In Colombia, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (7.4 %, rank 42/45 , 2021) Download Indicator

    Graduation by field of education and gender

    The proportion of female tertiary graduates in the humanities and arts is one of the lowest among OECD and partner countries. (2.8 %, rank 42/44 , 2021) Download Indicator

    The proportion of female tertiary graduates in health and welfare is one of the lowest among OECD and partner countries. (7.7 %, rank 42/44 , 2021) Download Indicator

    The proportion of female tertiary graduates in social sciences, business and law is one of the highest among OECD and partner countries. (46.5 %, rank 1/44 , 2021) Download Indicator

    In Colombia, the share of female doctoral graduates in the field of business, administration and law is relatively low. (29.9 %, rank 40/43 , 2021) Download Indicator

    In Colombia, the proportion of male tertiary graduates in the field of arts and humanities is relatively small. (3.2 %, rank 41/44 , 2021) Download Indicator

    In Colombia, 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. (36.8 %, rank 3/44 , 2021) Download Indicator

    The share of male tertiary graduates in the field of health and welfare is relatively low in Colombia. (4.3 %, rank 41/44 , 2021) Download Indicator

    In Colombia, the share of female graduates in tertiary education in the field of education is one of the smallest among OECD countries and partner economies with available data. (65.2 %, rank 42/44 , 2021) Download Indicator

    In Colombia, 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. (52.9 %, rank 44/44 , 2021) Download Indicator

    Completion rates

    A relatively high share of upper secondary students complete their studies within the theoretical programme duration. (83.3 %, rank 3/23 , 2021) Download Indicator

    A relatively high share of students in upper secondary vocational programmes complete their studies within the theoretical programme duration. (82.6 %, rank 2/19 , 2021) Download Indicator

    A relatively high share of upper secondary students complete their studies up to two years later than the theoretical programme duration. (92 %, rank 1/21 , 2021) Download Indicator

    A relatively high share of students in upper secondary vocational programmes complete their studies up to two years later than the theoretical programme duration. (91.6 %, rank 1/18 , 2021) Download Indicator

    A relatively high share of students in upper secondary general programmes complete their studies up to two years later than the theoretical programme duration. (92.3 %, rank 5/21 , 2021) Download Indicator

    Fields of education

    In Colombia, the percentage of new entrants to tertiary education in the field of arts and humanities is relatively low. (3.7 %, rank 39/39 , 2021) Download Indicator

    In Colombia, the percentage of new entrants to tertiary education in the field of natural sciences, mathematics and statistics is relatively low. (2 %, rank 39/39 , 2021) Download Indicator

    In Colombia, the percentage of new entrants to tertiary education in the field of health and welfare is relatively low. (5.3 %, rank 38/39 , 2021) Download Indicator

    The percentage of students enrolled in the field of arts and humanities among all national tertiary students in Colombia is relatively low. (3.8 %, 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 Colombia is relatively low. (2.6 %, rank 35/38 , 2021) Download Indicator

    The percentage of students enrolled in the field of health and welfare among all national tertiary students in Colombia is relatively low. (7.2 %, rank 38/38 , 2021) Download Indicator

    In Colombia, the percentage of new entrants to doctoral programmes in the field of business, administration and law is relatively high, compared to other countries with available data. (16.6 %, rank 4/37 , 2021) Download Indicator

    In Colombia, the percentage of new entrants to doctoral programmes in the field of information and communication technologies is relatively low, compared to other countries with available data. (0.5 %, rank 34/36 , 2021) Download Indicator

    In Colombia, the percentage of new entrants to doctoral programmes in the field of natural sciences, mathematics and statistics is relatively low. (10.1 %, rank 35/37 , 2021) Download Indicator

    In Colombia, the share of new entrants in arts and humanities bachelor's programmes is especially low, compared to OECD and partner countries with available data. (4.6 %, rank 38/39 , 2021) Download Indicator

    In Colombia, the share of new entrants in arts and humanities master's programmes is relatively low, compared to OECD and partner countries with available data. (2.6 %, rank 37/39 , 2021) Download Indicator

    In Colombia, the share of new entrants in natural sciences, mathematics and statistics bachelor's programmes is relatively low, compared to OECD and partner countries with available data. (2.4 %, rank 39/39 , 2021) Download Indicator

    In Colombia, the proportion of new entrants in natural sciences, mathematics and statistics master's programmes is relatively low, compared to OECD and partner countries with available data. (1.8 %, rank 39/39 , 2021) Download Indicator

    In Colombia, the proportion of new entrants in Information and communication technologies bachelor's programmes is relatively low, compared to OECD and partner countries with available data. (2.4 %, rank 36/38 , 2021) Download Indicator

    In Colombia, the proportion of new entrants in services bachelor's programmes is especially low, compared to the other countries with other data. (1 %, rank 36/39 , 2021) Download Indicator

    In Colombia, the proportion of new entrants in science, technology, engineering and mathematics master's programmes is especially low, compared to the other countries with other data. (13.4 %, rank 35/39 , 2021) Download Indicator

    In Colombia, the share of new entrants in health and welfare master's programmes is relatively lowest, compared to other countries with available data. (6.1 %, rank 37/39 , 2021) Download Indicator

    Student mobility

    Colombia 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

    The percentage of international students entering tertiary education in Colombia is relatively low. (0.3 %, rank 32/32 , 2021) Download Indicator

    The percentage of international students entering bachelor's programmes is relatively low. (0.5 %, rank 35/35 , 2021) Download Indicator

    The share of international students entering short-cycle tertiary programmes is one of the smallest among OECD and partner countries with available data. (0.1 %, rank 26/30 , 2021) Download Indicator

    The share of international students entering doctoral or equivalent programmes in Colombia is relatively small. (2.1 %, rank 34/35 , 2021) Download Indicator

    In Colombia, 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. (2.3 %, rank 39/41 , 2021) Download Indicator

    In Colombia, 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. (88.6 %, rank 2/43 , 2021) Download Indicator

    In Colombia, international or foreign students from Asia are least represented among all international or foreign students, compared to other OECD and partner countries with available data. (1.6 %, rank 41/43 , 2021) Download Indicator

    In Colombia, international or foreign students from Oceania are least represented among all international or foreign students, compared to other OECD and partner countries with available data. (0 %, rank 40/43 , 2021) Download Indicator

    In Colombia, international or foreign students from Africa are lowest represented among all international or foreign students, compared to other OECD and partner countries with available data. (0.9 %, rank 41/43 , 2021) Download Indicator

    The proportion of international students among the new entrants in master's programmes in Colombia is relatively low compared to other OECD and partner countries. (0.5 %, rank 35/36 , 2021) Download Indicator

    In Colombia, 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 Colombia, 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. (0.6 %, rank 40/41 , 2021) Download Indicator

    In Colombia, the percentage of international or foreign students coming from neighbouring countries is comparatively high . (69 Students, rank 2/43 , 2021) Download Indicator

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

    In Colombia, 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 Colombia, 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. (2.5 %, rank 39/40 , 2021) Download Indicator

    In Colombia, 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. (1.9 %, rank 38/40 , 2021) Download Indicator

    In Colombia, the share of international or foreign students enrolled in master's programmes among men is relatively low compared to other OECD and partner countries. (0.6 %, rank 39/40 , 2021) Download Indicator

    In Colombia, the share of international or foreign students enrolled in master's programmes among women is relatively low compared to other OECD and partner countries. (0.5 %, rank 39/40 , 2021) Download Indicator

    In Colombia, the share of international or foreign students enrolled in tertiary education among men is relatively low compared to other OECD and partner countries. (0.2 %, rank 42/43 , 2021) Download Indicator

    In Colombia, 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 Colombia, 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 Colombia, 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. (0.5 %, rank 39/39 , 2021) Download Indicator

    In Colombia, 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 Colombia, 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 Colombia, 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. (0.2 %, rank 39/39 , 2021) Download Indicator

    In Colombia, 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. (0.1 %, rank 38/38 , 2021) Download Indicator

    In Colombia, 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. (0.2 %, rank 39/39 , 2021) Download Indicator

    In Colombia, 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. (0.4 %, rank 38/39 , 2021) Download Indicator

    In Colombia, 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. (0.2 %, rank 35/37 , 2021) Download Indicator

    In Colombia, the percentage of international doctoral graduates in the field of social sciences, journalism and information is one of the highest among OECD and partner countries with available data. (25 %, rank 2/38 , 2021) Download Indicator

    In Colombia, the percentage of international doctoral graduates in the field of Natural sciences, mathematics and statistics is one of the lowest among OECD and partner countries with available data. (7.1 %, rank 34/38 , 2021) Download Indicator

    In Colombia, the percentage of international doctoral graduates in the field of Information and communication technologies is one of the lowest among OECD and partner countries with available data. (0 %, rank 34/37 , 2021) Download Indicator

    In Colombia, the percentage of international doctoral graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (0 %, rank 34/38 , 2021) Download Indicator

    Expenditure per student

    Annual expenditure per tertiary student is one of the lowest among OECD and partner countries with available data. (4981 USD Equivalent, rank 39/40 , 2020) Download Indicator

    Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and partner countries with available data. (4481 USD Equivalent, rank 38/39 , 2020) Download Indicator

    Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (4364 USD Equivalent, rank 36/39 , 2020) Download Indicator

    Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data. (4341 USD Equivalent, rank 38/39 , 2020) Download Indicator

    Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in Colombia is comparatively low. (4216 USD Equivalent, rank 37/37 , 2020) Download Indicator

    In Colombia, the annual expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary education, is relatively low. (4352 USD Equivalent, rank 38/39 , 2020) Download Indicator

    Annual expenditure per full-time equivalent student in primary to tertiary education is one the lowest among OECD and partner countries with available data. (3698 USD Equivalent, rank 21/21 , 2020) Download Indicator

    Colombia has a total expenditure on educational institutions per full-time equivalent student (primary, secondary and post-secondary non-tertiary education) comparatively low. (3591 USD Equivalent 2015, rank 22/22 , 2020) Download Indicator

    The public expenditure on public educational institutions per full-time equivalent student from primary to tertiary education is relatively lowest in Colombia. (4099 USD Equivalent, rank 38/40 , 2020) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure on primary to tertiary education in Colombia is one of the smallest among OECD and partner countries with available data. (3078 USD Equivalent, rank 37/38 , 2020) Download Indicator

    In Colombia, the share of current expenditure on post-secondary non-tertiary education is comparatively low. (-3 %, rank 31/34 , 2020) Download Indicator

    In Colombia, the total annual expenditure per full-time equivalent student on tertiary education is one of the smallest among OECD and partner countries with available data. (4110 USD Equivalent 2015, rank 21/22 , 2020) Download Indicator

    Expenditure in education and national wealth

    In Colombia, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (6.6 %, rank 2/39 , 2020) Download Indicator

    In Colombia, expenditure on primary educational institutions as a percentage of GDP is comparatively high. (2.4 %, rank 3/39 , 2020) Download Indicator

    In Colombia, expenditure on secondary educational institutions as a percentage of GDP is comparatively high. (2.7 %, rank 1/39 , 2020) Download Indicator

    In Colombia, public and private expenditure on primary, secondary and post-secondary non-tertiary educational institutions as a percentage of GDP is comparatively high. (5.1 %, rank 1/39 , 2020) Download Indicator

    In Colombia, private expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively high. (1 %, rank 1/39 , 2020) Download Indicator

    In Colombia, international expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively high. (0 %, rank 3/33 , 2020) Download Indicator

    In Colombia, public expenditure on educational institutions as a percentage of GDP on tertiary education from final source of funds is relatively low. (0.5 %, rank 41/45 , 2020) Download Indicator

    In Colombia, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (2 %, rank 2/39 , 2020) Download Indicator

    In Colombia, total expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education is relatively high compared to 2015. (126 Index, rank 3/36 , 2020) Download Indicator

    In Colombia, expenditure on educational institutions as a percentage of GDP for primary to tertiary education is high compared to 2015. (115 Index, rank 4/36 , 2020) Download Indicator

    Compared to 2010, from 2012 to 2020, the average annual growth in total expenditure on educational institutions per full-time equivalent student at primary, secondary and post-secondary non-tertiary level is relatively large in Colombia. (6 Index, rank 2/37 , 2020) Download Indicator

    Government and private expenditure in education

    The share of private expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (19.6 %, rank 2/39 , 2020) Download Indicator

    The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (68.3 %, rank 2/40 , 2020) Download Indicator

    Colombia has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (30.8 %, rank 3/39 , 2020) Download Indicator

    In Colombia, the share of public expenditure on educational institutions, for primary secondary and post-secondary non-tertiary education is comparatively small. (80.4 %, rank 38/39 , 2020) Download Indicator

    The share of public expenditure on educational institutions, for tertiary education is comparatively small in Colombia. (31.6 %, rank 39/40 , 2020) Download Indicator

    In Colombia, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (69.2 %, rank 37/39 , 2020) Download Indicator

    The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively low in Colombia. (0 %, rank 28/32 , 2020) Download Indicator

    The share of capital expenditure for primary to tertiary education in Colombia is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 28/32 , 2020) Download Indicator

    Teachers

    The number of hours per year primary teachers spend teaching in public institutions is comparatively high in Colombia. (950 Hours, rank 3/33 , 2021) Download Indicator

    The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively low in Colombia. (760 Hours, rank 24/27 , 2021) Download Indicator

    Who the teachers are

    The share of women among teaching staff in lower secondary education is one of the smallest among OECD and partner countries with available data. (53.2 %, rank 38/41 , 2021) Download Indicator

    The share of women among teaching staff in upper secondary education is one of the smallest among OECD and partner countries with available data. (45.5 %, rank 41/43 , 2021) Download Indicator

    The share of women among teaching staff in short-cycle tertiary education is one of the smallest among OECD and partner countries with available data. (40.2 %, rank 23/25 , 2021) Download Indicator

    The share of women among teaching staff is one of the smallest among OECD and partner countries with available data. (59.5 %, rank 35/37 , 2021) Download Indicator

    The percentage of female teachers under 30 in lower secondary education is especially low in Colombia. (52.5 %, rank 36/37 , 2021) Download Indicator

    Females under 30 represent a small proportion of teachers in upper secondary education in Colombia. (46.6 %, rank 38/39 , 2021) Download Indicator

    The percentage of female teachers aged 50 or more in lower secondary education is especially low in Colombia. (53.9 %, rank 33/37 , 2021) Download Indicator

    The percentage of female teachers aged 50 or more in upper secondary education is especially low in Colombia. (46 %, rank 35/39 , 2021) Download Indicator

    The percentage of female teachers aged 50 or more in tertiary education is especially low in Colombia. (31.9 %, rank 31/35 , 2021) Download Indicator

    In Colombia, the share of tertiary teachers aged between 30 and 49 is relatively high, compared to other countries with data available. (61.5 %, rank 3/34 , 2021) Download Indicator

    In Colombia, the share of short-cycle tertiary teachers older than 50 is relatively low, compared to other countries with data available. (27.9 %, rank 20/23 , 2021) Download Indicator

    In Colombia, the share of short-cycle tertiary female teachers older than 50 is relatively low, compared to other countries with data available. (31.5 %, rank 21/23 , 2021) Download Indicator

    In Colombia, the share of bachelor's, master's and doctoral level female teachers older than 50 is relatively low, compared to other countries with data available. (32.1 %, rank 28/32 , 2021) Download Indicator

    In Colombia, the percentage of teachers aged between 30 and 49 in pre-primary education is one of the lowest among OECD and partner countries with available data. (41.9 %, rank 33/36 , 2021) Download Indicator

    The share of teachers aged 50 or more in post secondary non-tertiary education is relatively low in Colombia, compared to the other countries with available data. (29.8 %, rank 18/20 , 2021) Download Indicator

    In Colombia, the share of post secondary non-tertiary education teachers under 30 is one of the lowest among OECD and partner countries with available data (2.1 %, rank 20/20 , 2021) Download Indicator

    The share of teachers aged between 30 and 49 in post secondary non-tertiary education is relatively high in Colombia, compared to other countries with available data. (68.1 %, rank 1/20 , 2021) Download Indicator

    Teachers' salaries progression

    The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the most rewarding among OECD and partner countries with available data. (2.1 Ratio, rank 3/35 , 2022) Download Indicator

    It takes lower secondary teachers less time to progress through the salary scale in Colombia compared to other OECD and partner countries. (9 Years, rank 9/10 , 2022) Download Indicator

    In lower secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively high. (3.78 Ratio, rank 1/32 , 2022) 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. (28.2 Ratio, rank 2/36 , 2021) Download Indicator

    The number of pupils per teacher in pre-primary schools is one of the highest among OECD and partner countries with available data. (45.7 Ratio, rank 1/41 , 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. (24.2 Ratio, rank 2/46 , 2021) Download Indicator

    The ratio of students to teaching staff at the lower secondary level is especially high. (28.6 Ratio, rank 2/41 , 2021) Download Indicator

    The ratio of students to teaching staff at the upper secondary level is especially high. (22.6 Ratio, rank 3/43 , 2021) Download Indicator

    In Colombia, the number of students per teacher in general upper secondary education is one of the highest among OECD and partner countries with available data. (25.2 Ratio, rank 3/36 , 2021) Download Indicator

    The ratio of students to teaching staff at the vocational upper secondary level is especially high in Colombia. (56.3 Ratio, rank 1/33 , 2021) Download Indicator

    In Colombia, the number of students per teacher in public lower secondary education is one of the highest among OECD and partner countries with available data. (31.2 Ratio, rank 2/40 , 2021) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in Colombia. (20.5 Ratio, rank 2/39 , 2021) Download Indicator

    In Colombia, the number of students per teacher in all public secondary education is one of the highest among OECD and partner countries with available data. (28 Ratio, rank 2/41 , 2021) Download Indicator

    In Colombia, the number of students per teacher in all private secondary education is one of the highest among OECD and partner countries with available data. (21.9 Ratio, rank 2/39 , 2021) Download Indicator

    In Colombia, the number of students per teacher in public institutions tertiary education is one of the highest among countries with available data. (32.1 Ratio, rank 3/37 , 2021) Download Indicator

    In Colombia, the number of students per teacher in private institutions tertiary education is one of the highest among countries with available data. (24.5 Ratio, rank 5/31 , 2021) Download Indicator

    In Colombia, the number of students per teacher in public institutions short-cycle tertiary education is one of the highest among countries with available data. (51.6 Ratio, rank 2/21 , 2021) Download Indicator

    In Colombia, the number of students per teacher in private institutions short-cycle tertiary education is one of the lowest among countries with available data. (7 Ratio, rank 17/18 , 2021) Download Indicator

    In Colombia, the number of students per teacher in independent private short-cycle tertiary education is one of the lowest among countries with available data. (7 Ratio, rank 8/9 , 2021) Download Indicator

    In Colombia, the number of students per teacher in public bachelor's, master's, doctoral or equivalent programmes is one of the highest among countries with available data. (24.7 Ratio, rank 3/30 , 2021) Download Indicator

    In Colombia, 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. (33.4 Ratio, rank 3/26 , 2021) Download Indicator

    Organisation of the education system

    In Colombia, the intended instruction time for lower secondary students (in hours per year) is one of the longest among OECD and partner countries with available data. (1200 Hours, rank 2/30 , 2023) Download Indicator

    The total compulsory instruction time for lower secondary students in Colombia is one of the longest among OECD and partner countries with available data. (4800 Hours, rank 2/38 , 2023) Download Indicator

    In Colombia, total intended instruction time for lower secondary students is among the longest compared to other countries with available data. (4800 Hours, rank 3/30 , 2023) Download Indicator

    The total compulsory instruction time for primary and lower secondary student in Colombia is among the longest among OECD and partner countries with available data. (9800 Hours, rank 4/38 , 2023) Download Indicator

    In Colombia, total intended instruction time for primary and lower secondary students (in hours per year) is among the longest among OECD and partner countries with available data. (9800 Hours, rank 4/30 , 2023) Download Indicator

    In Colombia, compulsory instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1000 Hours, rank 3/38 , 2023) Download Indicator

    In Colombia, the intended instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1000 Hours, rank 5/30 , 2023) Download Indicator

    In Colombia, compulsory instruction time for lower secondary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1200 Hours, rank 1/38 , 2023) Download Indicator

    Classes in public primary institutions are comparatively large in Colombia. (25 Students, rank 5/36 , 2021) Download Indicator

    Classes in lower secondary public institutions are comparatively large in Colombia. (32 Students, rank 2/34 , 2021) Download Indicator

    In independent private institutions at lower secondary level, classes are one of the largest in Colombia among OECD and partner countries with available data. (23 Students, rank 4/19 , 2021) Download Indicator

    Employment and educational attainment

    The employment rate among 35-44 year-olds with tertiary education is comparatively low. (83.2 %, rank 41/45 , 2022) Download Indicator

    The employment rate among 45-54 year-olds with tertiary education is comparatively low. (81.5 %, rank 43/45 , 2022) Download Indicator

    The employment rate among 45-54 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (71.2 %, rank 41/44 , 2022) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 25-64 year-old men without upper secondary education is comparatively high. (84.2 %, rank 5/44 , 2022) Download Indicator

    The employment rate among 25-34 year-old men with below upper secondary education is compartively high in Colombia. (85.7 %, rank 4/44 , 2022) Download Indicator

    Unemployment and educational attainment

    The unemployment rate among 25-34 year-olds with tertiary education is comparatively high. (11.5 %, rank 5/44 , 2022) Download Indicator

    The unemployment rate among 25-64 year-olds with tertiary education is comparatively high. (9.3 %, rank 2/45 , 2022) Download Indicator

    The unemployment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the highest of all OECD countries and partner economies for which data are available. (9.3 %, rank 3/44 , 2022) Download Indicator

    Among the unemployed population aged between 25 and 64 with below upper secondary education, the share of those who have been unemployed for at least 12 months is one of the smallest in Colombia, compared to other OECD countries. (15 %, rank 34/35 , 2021) Download Indicator

    Among the unemployed population aged between 25 and 64 with upper secondary or post-secondary non-tertiary education, the share of those who have been unemployed for at least 12 months is one of the smallest in Colombia, compared to other OECD countries. (19.1 %, rank 32/35 , 2021) Download Indicator

    Compared to other countries with available data, the unemployment rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is relatively high in Colombia. (11.5 %, rank 5/42 , 2022) Download Indicator

    Unemployment by gender and educational attainment

    The unemployment rate among 25-34 year-old women with tertiary education is compartively high in Colombia. (13.2 %, rank 5/44 , 2022) Download Indicator

    Inactivity by gender and educational attainment

    In Colombia, the inactivity rate of 25-34 year-old men without an upper secondary education is relatively low compared to other countries with available data. (7.5 %, rank 39/43 , 2022) Download Indicator

    In Colombia, the inactivity rate of 25-64 year-old men without an upper secondary education is relatively low compared to other countries with available data. (9.8 %, rank 41/44 , 2022) 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. (71 Index, rank 38/40 , 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. (237 Index, rank 3/40 , 2021) Download Indicator

    Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively high. (249.9 %, rank 2/40 , 2020) Download Indicator

    In Colombia, the share of worker earning more than twice the median among those with a tertiary education degree is comparatively . (44.8 %, rank 4/40 , 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 Colombia is one of the highest among countries with available data. (42.3 %, rank 5/38 , 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 Colombia. (268 Index, rank 2/39 , 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 Colombia. (398 Index, rank 3/40 , 2021) Download Indicator

    Earnings, gender and educational attainment

    The earnings of women without an upper secondary education are relatively low compared to those of women with an upper secondary education. (70 Index, rank 37/40 , 2020) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the highest among countries with available data. (109 %, rank 2/40 , 2021) Download Indicator

    Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with tertiary education are one of the highest among countries with available data. (80.5 %, rank 3/40 , 2020) Download Indicator

    Earnings of women as a percentage of men's earnings (among 25-34 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the high among countries with available data. (90.7 %, rank 5/40 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (45-54 year-olds without an upper secondary education working full-time full-year) are one of the highest among countries with available data. (88.3 %, rank 4/37 , 2021) Download Indicator

    Neither in education nor employed

    The share of inactive youth neither in formal education nor training among 18-24 year-olds in Colombia is one of the highest among countries with available data. (17.4 %, rank 5/40 , 2022) Download Indicator

    The share of unemployed youth neither in formal education nor training among 18-24 year-olds in Colombia is one of the highest among countries with available data. (11.2 %, rank 2/40 , 2022) Download Indicator

    The share of men without an upper secondary education neither in employment nor in education and training (25-29 year-olds) in Colombia is relatively low (15.5 %, rank 35/39 , 2022) Download Indicator

    The share of women with upper secondary or post-secondary non-tertiary education neither in employment nor in education and training (25-29 year-olds) in Colombia is relatively high. (41.1 %, rank 4/39 , 2022) Download Indicator

    The share of women with tertiary education neither in employment nor in education and training (25-29 year-olds) in Colombia is relatively high. (23.8 %, rank 4/38 , 2022) Download Indicator

    The share of 25-29 year-olds neither in employment nor in education and training with tertiary education in Colombia is relatively high. (19.3 %, rank 5/39 , 2022) Download Indicator

    The share of women who are inactive NEET (15-29 year-olds) in Colombia is relatively high. (24.1 %, rank 4/40 , 2022) Download Indicator

    The share of women who are unemployed NEET (15-29 year-olds) in Colombia is relatively high. (9.6 %, rank 3/40 , 2022) Download Indicator

    The share of women who are inactive NEET (18-24 year-olds) in Colombia is relatively high. (26.1 %, rank 5/40 , 2022) Download Indicator

    The share of women who are unemployed NEET (18-24 year-olds) in Colombia is relatively high. (11.6 %, rank 3/38 , 2022) Download Indicator

    The share of men who are unemployed NEET (18-24 year-olds) in Colombia is relatively high. (10.9 %, rank 4/40 , 2022) Download Indicator

    The share of inactive NEET (15-29 year-olds) in Colombia is relatively high. (16 %, rank 5/40 , 2022) Download Indicator

    The share of unemployed NEET (15-29 year-olds) in Colombia is relatively high. (8.8 %, rank 5/40 , 2022) Download Indicator

    In Colombia, the share of women neither employed nor in education among 15-29 year-olds is relatively high. (33.8 %, rank 3/40 , 2022) Download Indicator

    Among 15-29 year-olds, the share of youth without an upper secondary or post-secondary non tertiary degree who are neither employed nor in education or training in Colombia is relatively high. (27.4 %, rank 4/40 , 2021) Download Indicator

    In Colombia, the proportion of youth with a tertiary degree who are neither employed nor in education or training among 15-29 year-olds is comparatively large. (21.6 %, rank 5/39 , 2021) Download Indicator


    The data table will display up to six selected countries.
    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.
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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.
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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.
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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.
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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.
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    Key
    Diagram of funding flows - Colombia

    Click on the coverpage to see the full OECD iLibrary version
    Key
    Country Reviews for Colombia

    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.