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Czechia
Overview of the education system (EAG 2024)
  • Reducing the share of young adults without an upper secondary qualification has been a priority between 2016 and 2023 in 28 out of 35 OECD member countries. However, this is not the case in Czechia. Their share of 25-34 year-olds without upper secondary educational attainment increased by 2 percentage points between 2016 and 2023. At 8%, it is 6 percentage points below the OECD average in 2023.
  • In Czechia, 60% of 25-34 year-olds without an upper secondary qualification are employed, compared to 83% of those with an upper secondary or post-secondary non-tertiary qualification. The corresponding OECD averages are 61% and 79%, respectively.
  • In all OECD member countries, women aged 25-34 are as likely or more likely than their male peers to have a tertiary qualification (54% compared to 41% on average across OECD countries). With a tertiary educational attainment rate of 41% for women and 27% for men, the gap is similar to the OECD average in Czechia.
  • In Czechia, only 44% of young women with educational attainment below upper secondary educational level are employed, while the corresponding share for young men is 75% (the corresponding OECD averages are 47% and 72%). In contrast, 66% of young women with a tertiary qualification are employed, while the corresponding share for young men is 94% (the corresponding OECD averages are 84% and 90%).
  • In Czechia, 70% of 25-64 year-olds who have at least one parent with tertiary attainment also attained a tertiary qualification. In contrast, only 5% of 25-64 year-olds with parents without an upper secondary qualification have obtained a tertiary qualification themselves. This compares to the averages of 72% and 19%, respectively.
    • | Education at a Glance 2024 | Annexes from Education at a Glance 2024 | OECD Handbook for Internationally Comparative Education Statistics 2018 | OECD Education Policy Outlook: Czech Republic | Ministerstvo skolství, mládeze a telovýchovy (Ministry of Education, Youth and Sport) | Ceský statistický úrad (Czech Statistical Office) |
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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 proportion of 25-64 year-olds who have attained only pre-primary or primary education is one of the smallest among OECD and partner countries with available data. (0.1 %, rank 42/43 , 2023) Download Indicator

    The level of upper secondary and post-secondary non-tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (58 %, rank 2/45 , 2023) Download Indicator

    The level of below upper secondary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (5.9 %, rank 45/46 , 2023) Download Indicator

    The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (67.1 %, rank 1/46 , 2023) Download Indicator

    Czechia has one of the lowest percentages of 25-64 year-old adults with less than primary education. (0.1 %, rank 33/34 , 2023) Download Indicator

    Czechia has one of the lowest percentages of 25-64 year-olds whose highest education level is a short-cycle tertiary education degree. (0.1 %, rank 36/39 , 2023) Download Indicator

    In Czechia, the percentage of 25-64 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the lowest among countries with available data. (7.2 %, rank 42/46 , 2023) Download Indicator

    The level of below upper secondary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (6 %, rank 43/45 , 2023) Download Indicator

    The level of upper secondary or post-secondary non-tertiary education attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (75.1 %, rank 1/45 , 2023) Download Indicator

    The level of short-cycle tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 32/33 , 2023) Download Indicator

    The level of short-cycle tertiary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 35/36 , 2023) Download Indicator

    In Czechia, the share of 25-34 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the lowest among countries with available data. (13 %, rank 41/45 , 2023) Download Indicator

    Attainment by gender

    Czechia has one of the smallest shares of 25-64 year-old men whose highest education level is a short-cycle tertiary education degree. (0.1 %, rank 36/38 , 2023) Download Indicator

    Czechia has one of the smallest shares of 25-64 year-old women whose highest education level is a short-cycle tertiary education degree. (0.1 %, rank 37/39 , 2023) Download Indicator

    In Czechia, the share of 25-64 year-old men who attained a bachelor's or equivalent tertiary education degree is one of the smallest among countries with available data. (5 %, rank 42/46 , 2023) Download Indicator

    The share of 25-64 year-old men who attained below upper secondary education in Czechia is one of the lowest among OECD and partner countries with available data. (5.4 %, rank 46/46 , 2023) Download Indicator

    The share of 25-64 year-old women who attained below upper secondary education in Czechia is one of the lowest among OECD and partner countries with available data. (6.4 %, rank 43/46 , 2023) Download Indicator

    The share of 55-64 year-old men who attained below upper secondary education in Czechia is one of the lowest among OECD and partner countries with available data. (4.6 %, rank 45/45 , 2023) Download Indicator

    The share of 55-64 year-old women who attained below upper secondary education in Czechia is one of the lowest among OECD and partner countries with available data. (7.5 %, rank 42/45 , 2023) Download Indicator

    In Czechia, the proportion of 25-34 year-old men who have attained a short cycle tertiary degree is one of the lowest among OECD and partner countries with available data (0.1 %, rank 31/31 , 2023) Download Indicator

    Entrance

    In Czechia, the average age of new entrants in short-cycle programmes is one of the lowest among OECD and partner countries with available data. (21.8 Years, rank 29/33 , 2022) Download Indicator

    In Czechia, the share of first-time entrants in short-cycle tertiary programmes is one of the lowest among OECD countries and partner economies with available data. (0.8 %, rank 26/27 , 2022) Download Indicator

    Entrance by field of education and gender

    In Czechia, the share of female among new entrants in doctoral programmes enrolled in the field of information and communication technologies is relatively small. (18.9 %, rank 32/35 , 2022) Download Indicator

    The share of female students entering master's or equivalent programmes in information and communication technologies in Czechia is one of the smallest compared to other OECD countries and partner economies. (17.8 %, rank 34/38 , 2022) Download Indicator

    In Czechia, the share of men 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. (14 %, rank 36/40 , 2022) Download Indicator

    Participation in education

    The enrolment rate of 6-14 year-olds in Czechia is one of the highest among OECD and partner countries with available data. (100 %, rank 1/45 , 2022) Download Indicator

    The proportion of upper secondary students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (68.5 %, rank 5/44 , 2022) Download Indicator

    The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (71 %, rank 1/43 , 2022) Download Indicator

    The enrolment rate of students aged 17 in vocational upper secondary programmes in Czechia is one of the highest among OECD and partner countries with available data. (67.7 %, rank 1/40 , 2022) Download Indicator

    The enrolment rate of students aged 18 in vocational upper secondary programmes in Czechia is one of the highest among OECD and partner countries with available data. (60.9 %, rank 1/40 , 2022) Download Indicator

    The enrolment rate of students aged 19 in vocational upper secondary programmes in Czechia is one of the highest among OECD and partner countries with available data. (33.8 %, rank 2/40 , 2022) Download Indicator

    In Czechia, the percentage of students enrolled in private institutions at all early childhood education level is comparatively low. (4.4 %, rank 36/37 , 2022) Download Indicator

    In Czechia, the percentage of students enrolled in private institutions at pre-primary level is comparatively low. (4.4 %, rank 42/43 , 2022) Download Indicator

    In Czechia, the share of lower secondary vocational students among vocational students is relatively low compared to other OECD and partner countries. (0.8 %, rank 17/19 , 2022) Download Indicator

    In Czechia, upper secondary vocational students among all vocational students are relatively more numerous than in other OECD or partner countries. (97.2 %, rank 3/37 , 2022) Download Indicator

    (22.7 %, rank 30/30 , 2022) Download Indicator

    In Czechia, the share of post-secondary non-tertiary students among all vocational students is relatively small compared to other OECD and partner countries. (1.6 %, rank 23/26 , 2022) 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 1/34 , 2022) Download Indicator

    Short-cycle tertiary students represent a small share of all vocational students, compared to other OECD and partner countries with available data. (0.3 %, rank 29/32 , 2022) Download Indicator

    The average age of short-cycle tertiary students enrolled in vocational programmes is comparativele low. (22.3 %, rank 34/36 , 2022) Download Indicator

    The enrolment rate among students aged 15-19 in upper secondary programmes in Czechia is one of the highest among OECD and partner countries with available data. (73.8 %, rank 4/45 , 2022) Download Indicator

    The enrolment rate among students aged 15-19 in upper secondary vocational programmes in Czechia is one of the highest among OECD and partner countries with available data. (52.4 %, rank 1/40 , 2022) Download Indicator

    The enrolment rate among students aged 20-24 in master's programmes in Czechia is one of the highest among OECD and partner countries with available data. (12 %, rank 5/42 , 2022) 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. (63.9 %, rank 5/34 , 2022) Download Indicator

    Graduation

    The percentage of first-time graduates in vocational programmes at upper secondary level is one of the highest among OECD and partner countries with available data. (69.4 %, rank 3/38 , 2022) Download Indicator

    The share of long first degree master's graduates in public institutions is relatively high in Czechia. (100 %, rank 1/25 , 2022) Download Indicator

    The share of first-time short-cycle graduates is relatively low in Czechia. (1.1 %, rank 25/28 , 2022) Download Indicator

    In Czechia, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively small. (39.7 %, rank 25/25 , 2022) Download Indicator

    In Czechia, the share of first-time graduates in general programmes at upper secondary level is comparatively low. (30.6 %, rank 38/40 , 2022) Download Indicator

    Graduation by gender

    Among OECD and partner countries with available data, Czechia has one of the largest shares of women graduates from tertiary programmes. (62.1 %, rank 4/34 , 2022) Download Indicator

    In Czechia, the share of female first-time graduates in short-cycle tertiary programmes is one of the largest among OECD countries and partner economies with available data. (64.2 %, rank 4/27 , 2022) Download Indicator

    Graduation by field of education

    In Czechia, 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. (100 %, rank 1/37 , 2022) Download Indicator

    In Czechia, 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. (0 %, rank 36/37 , 2022) Download Indicator

    In Czechia, the share of short-cycle tertiary vocational graduates in the field of health and welfare is relatively low compared to other OECD countries and partner economies with available data. (0 %, rank 33/37 , 2022) Download Indicator

    In Czechia, the share of short-cycle tertiary vocational graduates in the field of services is relatively low compared to other OECD countries and partner economies with available data. (0 %, rank 33/37 , 2022) Download Indicator

    In Czechia, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of services is one of the highest among OECD and partner countries with available data. (6.6 %, rank 5/44 , 2022) Download Indicator

    Graduation by field of education and gender

    In Czechia, the proportion of female graduates from upper secondary vocational programmes in the field health and welfare is one of the largest among OECD and partner countries. (90.1 %, rank 3/34 , 2022) Download Indicator

    Fields of education

    In Czechia, the share of new entrants in short-cycle tertiary programmes in the field of business, administration and law is relatively small. (0 %, rank 32/33 , 2022) Download Indicator

    In Czechia, the share of new entrants in short-cycle tertiary programmes in the field of information and communication technologies is relatively small. (0 %, rank 30/32 , 2022) Download Indicator

    In Czechia, the share of new entrants in short-cycle tertiary programmes in the field of engineering, manufacturing and construction is relatively small. (0 %, rank 32/33 , 2022) Download Indicator

    In Czechia, the share of new entrants in short-cycle tertiary programmes in field of health and welfare is relatively small. (0 %, rank 29/33 , 2022) Download Indicator

    The share of new entrants in short-cycle tertiary programmes in the field of science, technology, engineering and mathematics is comparatively low in Czechia, compared to OECD and partner countries with available data. (0 %, rank 33/33 , 2022) Download Indicator

    In Czechia, the share of new entrants in short-cycle tertiary programmes in the field of services is one of the low among countries with available data. (0 %, rank 30/33 , 2022) Download Indicator

    Student mobility

    Czechia has a large share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (16 %, rank 4/32 , 2022) Download Indicator

    Expenditure per student

    Annual expenditure per student in post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (2342 USD Equivalent, rank 18/20 , 2021) Download Indicator

    Expenditure in education and national wealth

    In Czechia, expenditure on secondary educational institutions as a percentage of GDP is comparatively high. (2.4 %, rank 3/34 , 2021) Download Indicator

    In Czechia, 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 4/33 , 2021) Download Indicator

    In Czechia, international expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively large. (0.1 %, rank 5/35 , 2021) Download Indicator

    Nature of expenditure

    In Czechia, the share of current expenditure on post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (88.3 %, rank 15/18 , 2021) Download Indicator

    In Czechia, the share of capital expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (15.5 %, rank 2/34 , 2021) Download Indicator

    In Czechia, the share of current expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (84.5 %, rank 33/34 , 2021) Download Indicator

    Teachers

    The number of hours per year primary teachers spend teaching in public institutions is comparatively low in Czechia. (630 Hours, rank 20/24 , 2023) Download Indicator

    The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively low in Czechia. (573 Hours, rank 19/23 , 2023) Download Indicator

    Who the teachers are

    The share of women among teaching staff in pre-primary education is one of the largest among OECD and partner countries with available data. (99.4 %, rank 4/42 , 2022) Download Indicator

    The share of women among teaching staff in primary education is one of the largest among OECD and partner countries with available data. (94 %, rank 4/45 , 2022) Download Indicator

    The share of women among teaching staff in post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (40.5 %, rank 19/22 , 2022) Download Indicator

    Females under 30 represent a small proportion of teachers in upper secondary education in Czechia. (49.2 %, rank 36/39 , 2022) Download Indicator

    The percentage of female teachers aged 50 or more in tertiary education is especially high in Czechia. (68.6 %, rank 1/38 , 2022) Download Indicator

    In Czechia, the share of short-cycle tertiary teachers aged between 30 and 49 is relatively low, compared to other countries with data available. (43.2 %, rank 23/25 , 2022) Download Indicator

    In Czechia, 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. (43.5 %, rank 33/37 , 2022) Download Indicator

    In upper secondary education, the percentage of teachers aged 50 or more is particularly high in Czechia. (52.3 %, rank 5/34 , 2022) Download Indicator

    The percentage of teachers under 30 in Czechia is one of the lowest among OECD and partner countries with available data. (4.5 %, rank 30/34 , 2022) Download Indicator

    In Czechia, the share of upper secondary vocational education teachers aged 50 or more is relatively high, compared to the other countries with available data. (52.3 %, rank 4/30 , 2022) Download Indicator

    Teachers' salaries

    After 15 years of experience, a pre-primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (28275 USD Equivalent, rank 26/28 , 2023) Download Indicator

    In Czechia, the change in statutory lower secondary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively large. (116 Index, rank 5/31 , 2023) Download Indicator

    After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (31581 USD Equivalent, rank 31/35 , 2023) Download Indicator

    After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (31581 USD Equivalent, rank 31/35 , 2023) Download Indicator

    After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (28275 USD Equivalent, rank 26/28 , 2023) Download Indicator

    After 15 years of experience, a primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (31581 USD Equivalent, rank 31/35 , 2023) Download Indicator

    After 15 years of experience, a pre-primary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (22 USD Equivalent, rank 21/23 , 2023) Download Indicator

    Teachers' salaries progression

    Salaries of primary school teachers with minimum training at the top of scale are especially low. (37236 USD Equivalent, rank 31/35 , 2023) Download Indicator

    Salaries of lower secondary teachers with minimum training at the top of scale are especially low. (37497 USD Equivalent, rank 31/35 , 2023) Download Indicator

    Salaries of upper secondary teachers with minimum training at the top of scale are especially low. (37410 USD Equivalent, rank 31/35 , 2023) Download Indicator

    Salaries of pre-primary teachers with minimum training at the top of scale are especially low. (31494 USD Equivalent, rank 26/28 , 2023) Download Indicator

    In pre-primary 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 relatively low. (1.2 Ratio, rank 17/21 , 2023) Download Indicator

    Migrant background

    The proportion of 25-64 year-old native-born people who have attained tertiary education is one of the lowest among OECD and partner countries with available data. (26.3 %, rank 31/34 , 2023) Download Indicator

    The share of 25-64 year-old foreign-borns who attained upper secondary or post-secondary non-tertiary education and who arrived in Czechia by the age of 15 is one of the lowest among OECD and partner countries with available data (27.1 %, rank 25/27 , 2023) Download Indicator

    The share of 25-64 year-old foreign-borns who attained tertiary education and who arrived in Czechia at 16 or older, is one of the lowest among OECD and partner countries with available data (28.7 %, rank 24/27 , 2023) Download Indicator

    Ratio of student to teaching staff

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Czechia. (10.5 Ratio, rank 19/23 , 2022) Download Indicator

    In Czechia, 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. (10.1 Ratio, rank 15/18 , 2022) Download Indicator

    Organisation of the education system

    Classes in lower secondary private institutions are comparatively small in Czechia. (15 Students, rank 32/36 , 2022) Download Indicator

    In government-dependent private institutions at primary education level, the average class size is relatively small in Czechia among OECD and other partner countries with available data. (15 Students, rank 19/21 , 2022) Download Indicator

    In government-dependent private institutions at lower secondary level, classes are one of the smallest in Czechia among OECD and partner countries with available data. (15 Students, rank 19/21 , 2022) Download Indicator

    Employment and educational attainment

    The employment rate among 25-34 year-olds with tertiary education is compartively low in Czechia. (77.5 %, rank 42/46 , 2023) Download Indicator

    The employment rate among 55-64 year-olds with tertiary education is compartively high in Czechia. (88.2 %, rank 1/46 , 2023) Download Indicator

    The employment rate among 25-34 year-olds with a short-cycle tertiary education is comparatively low. (77.3 %, rank 30/32 , 2023) Download Indicator

    The employment rate among 35-44 year-olds with a short-cycle tertiary education is comparatively low. (73.3 %, rank 32/33 , 2023) Download Indicator

    Compared to other countries with available data, the employment rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is relatively low in Czechia. (73.1 %, rank 42/45 , 2023) Download Indicator

    Compared to other countries with available data, the employment rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is relatively high in Czechia. (96.7 %, rank 4/23 , 2023) 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 Czechia. (80 %, rank 38/40 , 2023) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively high. (85.6 %, rank 2/45 , 2023) Download Indicator

    The employment rate among 25-64 year-old men with tertiary education is comparatively high. (96.1 %, rank 1/46 , 2023) Download Indicator

    The employment rate among 25-34 year-old women with tertiary education is compartively low in Czechia. (65.9 %, rank 44/46 , 2023) Download Indicator

    Unemployment and educational attainment

    The unemployment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (2.9 %, rank 41/44 , 2023) Download Indicator

    The unemployment rate among 25-34 year-olds with tertiary education is comparatively low. (1.7 %, rank 45/45 , 2023) Download Indicator

    The unemployment rate among 55-64 year-olds with tertiary education is comparatively low. (1.2 %, rank 37/40 , 2023) Download Indicator

    The unemployment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (2.1 %, rank 44/45 , 2023) Download Indicator

    The unemployment rate among 25-64 year-olds with tertiary education is comparatively low. (1.3 %, rank 43/46 , 2023) Download Indicator

    The unemployment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.8 %, rank 39/43 , 2023) Download Indicator

    The unemployment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.1 %, rank 35/39 , 2023) 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 low in Czechia. (2.1 %, rank 39/41 , 2023) Download Indicator

    Compared to other countries with available data, the unemployment rate of 25-34 year-old with a master's or equivalent tertiary education degree is relatively low in Czechia. (1.5 %, rank 36/37 , 2023) Download Indicator

    Unemployment by gender and educational attainment

    The unemployment rate among 25-64 year-old men with upper secondary or post-secondary non-tertiary education is comparatively low. (1.7 %, rank 43/44 , 2023) Download Indicator

    The unemployment rate among 25-64 year-old men with tertiary education is comparatively low. (1 %, rank 44/46 , 2023) Download Indicator

    The unemployment rate among 25-34 year-old men with tertiary education is compartively low in Czechia. (1.2 %, rank 42/42 , 2023) Download Indicator

    The unemployment rate among 25-34 year-old men with upper secondary or post-secondary non-tertiary education is compartively low in Czechia. (1.8 %, rank 43/43 , 2023) Download Indicator

    The unemployment rate among 55-64 year-old men with tertiary education is compartively low in Czechia. (1.3 %, rank 33/37 , 2023) Download Indicator

    The unemployment rate among 55-64 year-old women with tertiary education is compartively low in Czechia. (1 %, rank 34/36 , 2023) Download Indicator

    Inactivity and educational attainment

    The inactivity rate of 25-34 years-old adults with tertiary education is high in Czechia. (21.2 %, rank 2/46 , 2023) Download Indicator

    In Czechia, the inactivity rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is one of the highest among countries with available data. (25.4 %, rank 3/44 , 2023) Download Indicator

    In Czechia, 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. (18.8 %, rank 1/38 , 2023) Download Indicator

    In Czechia, the inactivity rate of 25-64 year-olds with upper secondary or post-secondary non-tertiary education is one of the lowest among countries with available data. (12.5 %, rank 42/45 , 2023) Download Indicator

    The inactivity rate of 55-64 years-old adults with tertiary education is low in Czechia. (10.7 %, rank 46/46 , 2023) Download Indicator

    Inactivity by gender and educational attainment

    In Czechia, the inactivity rate of 25-34 year-old men with upper secondary or post-secondary non-tertiary education is relatively low. (2.3 %, rank 44/44 , 2023) Download Indicator

    In Czechia, the inactivity rate of 25-64 year-old men with upper secondary or post-secondary non-tertiary education is relatively low. (7.1 %, rank 43/45 , 2023) Download Indicator

    In Czechia, the inactivity rate of 25-34 year-old women with tertiary education is relatively high. (32.5 %, rank 2/45 , 2023) Download Indicator

    In Czechia, the inactivity rate of 25-64 year-old men with tertiary education is relatively low. (3 %, rank 46/46 , 2023) Download Indicator

    Earnings and educational attainment

    In Czechia, the proportional difference in earnings between 25-64 year-old men with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is low. (106 Index, rank 28/30 , 2022) Download Indicator

    Earnings of foreign-born aged between 25 and 64 who work full- and part-time with a short cycle tertiary education are comparatively low. (109.5 %, rank 27/30 , 2022) Download Indicator

    In Czechia, the share of worker earning more than twice the median among those with a short-cycle tertiary education degree is comparatively low. (2.1 %, rank 28/28 , 2022) Download Indicator

    The share of 25-64 year-old workers without an upper secondary education earning at or below half the overall median in Czechia is one of the lowest among countries with available data. (14 Index, rank 37/41 , 2022) 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 Czechia is one of the lowest among countries with available data. (5 Index, rank 38/41 , 2022) Download Indicator

    The share of 25-64 year-old workers with tertiary education earning at or below half the overall median in Czechia is one of the lowest among countries with available data. (2 Index, rank 38/40 , 2022) Download Indicator

    In Czechia, the distribution of worker earning more than 1.5 times the median but at or below twice the median among those with below upper secondary education is comparatively low . (2 Index, rank 33/37 , 2022) Download Indicator

    Earnings, gender and educational attainment

    Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with upper secondary or post-secondary non-tertiary education are one of the highest among countries with available data. (82.7 %, rank 5/40 , 2022) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds with vocational upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the highest among countries with available data. (84.6 %, rank 5/29 , 2021) Download Indicator

    Neither in education nor employed

    The share of men without an upper secondary education neither in employment nor in education and training (25-29 year-olds) in Czechia is relatively low (10.2 %, rank 38/40 , 2022) Download Indicator

    The share of 25-29 year-olds neither in employment nor in education and training without an upper secondary in Czechia is relatively low. (24.7 %, rank 37/40 , 2022) Download Indicator

    The share of men with upper secondary or post-secondary non-tertiary education neither in employment nor in education and training (25-29 year-olds) in Czechia is relatively low. (2.6 %, rank 40/40 , 2022) Download Indicator

    The share of women with tertiary education neither in employment nor in education and training (25-29 year-olds) in Czechia is relatively high. (22.5 %, rank 4/41 , 2022) Download Indicator

    The share of men who are unemployed NEET (15-29 year-olds) in Czechia is relatively low. (2.3 %, rank 40/42 , 2022) Download Indicator

    The share of unemployed NEET (15-29 year-olds) in Czechia is relatively low. (2.1 %, rank 40/42 , 2022) Download Indicator

    In Czechia, the share of men neither employed nor in education among 15-29 year-olds is relatively low. (5.7 %, rank 40/42 , 2022) Download Indicator

    Among 20-24 year-old men in Czechia, a small share of them are neither employed nor in education or training. (6.5 %, rank 41/42 , 2022) Download Indicator

    Among 25-29 year-old men in Czechia, a small share of them are neither employed nor in education or training. (6.1 %, rank 40/42 , 2022) Download Indicator

    The percentage of 18-24 year-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (6.7 %, rank 38/42 , 2022) Download Indicator


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    General findings
    
                        
    
                            
    
                                
    • Educational and labour-market outcomes for young adults at risk of falling behind have improved. Since 2016, the share of 18-24 year-olds not in employment, education or training has fallen from 16% to 14% on average across the OECD. At the same time, the share of 25-34 year-olds without an upper secondary qualification has decreased from 17% to 14%.

    • Job opportunities have also improved: the employment rate among 25-34 year-olds without an upper secondary qualification has risen from 59% to 61%, and for those with upper secondary or post-secondary non-tertiary attainment, it has increased from 76% to 79%.

    • Educational outcomes are transmitted across generations. Inequalities start early and persist through all stages of the education system. In countries with available data, children from low-income families are on average 18 percentage points less likely to be enrolled in early childhood education and care before the age of 3.

    • Students who start an upper secondary programme are 19 percentage points less likely to successfully complete their studies if their parents have not attained upper secondary education than their peers with parents who have a tertiary qualification, and this gap is 13 percentage points for those starting a bachelor’s programmes.

    • These disadvantages result in very different levels of educational attainment. While 72% of adults who have at least one parent with a tertiary qualification have also obtained a tertiary qualification, only 19% of those whose parents have not completed upper secondary education have tertiary attainment.

    • Public expenditure on early childhood education measured as a share of gross domestic product (GDP) increased by 9% between 2015 and 2021, significantly more than for other levels of education. Enrolment rates in early childhood education have also continued to rise across all age groups. On average across the OECD, 83% of children aged 3-5 are enrolled in pre-primary education, up from 79% in 2013.
    
                            
    
                            
    
                                | Equity in education and on the labour market | Education policies: Equity | Education policies: Gender | Education policies: Socio-economic status | Education policies: Migrant background | 
    
                            
    
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    • 	In almost all countries with available data, the share of younger adults (25-34 year-olds) without an upper secondary qualification has fallen since 2016 and for Costa Rica, Mexico, Portugal and Türkiye these declines have been in double digits in percentage-point terms. This means many more younger adults will have the opportunity to succeed in the labour market.

    • 	On average across OECD countries, the share of women with at least a bachelor's or equivalent degree has almost doubled in a generation: going from 24% among 55-64 year-olds to 47% among 25-34 year-olds, reflecting a substantial increase in educational attainment.

    • 	In most OECD countries, the share of 18-24 year-olds who are neither employed nor in formal education or training (NEET) has decreased between 2016 and 2023. Costa Rica and Lithuania are exceptions, having experienced a rise above 3 percentage points in the share over this period.

    • 	Employment rates for younger adults (25-34 year-olds) slightly improved in most countries between 2016 and 2023, irrespective of their educational attainment level. However, the gap in employment rates between younger adults with below upper secondary attainment and those with tertiary attainment has widened in more than half of OECD, partner and/or accession countries with comparable data for both years.

    • 	In OECD countries, workers who have not attained upper secondary education earn, on average, 18% less than those who have attained this level of education. Meanwhile, workers with a tertiary education earn, on average, 56% more than those with only an upper secondary education.
    
                            
    
                            
    
                                | Education policies: Attainment | Education policies: Labour market outcomes | 
    
                            
    
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    • 	Most children aged 3 to 5 (84%) attend early childhood education (ECE) programmes across the OECD, yet only 32% of those aged 0 to 2 are enrolled in early childhood educational development programmes (ISCED 01) on average. Younger children from low-income families are least likely to attend these programmes, despite being likely to benefit the most.

    • 	Since 2013, 12 countries have extended the length of compulsory education at either pre-primary or upper secondary level. As enrolment rates in the years before and after compulsory education are already generally high, these measures often aim to increase enrolment among disadvantaged groups, where rates are lower.

    • 	The vast majority of primary students are enrolled in public institutions, averaging 85% across OECD countries. In some countries, government-dependent private institutions are prevalent, which often function in similar ways to public institutions.

    • 	Gender disparities at the upper secondary level affect students’ pathways in the labour market and higher education. On average, 51% of graduates from upper secondary general programmes are female, but in vocational programmes female only make up 46% of graduates.

    • 	Family background strongly influences success in upper secondary education. In all countries with available data, students whose parents have lower educational attainment have substantially lower completion rates than students with a tertiary-educated parent. Completion rates for students with immigrant backgrounds are also lower than for non-immigrant students.

    • 	On average, women are over-represented in tertiary education, but they remain under-represented in some fields. Only 15% of female new entrants at tertiary level choose a science, technology, engineering or mathematics (STEM) field, compared to 41% of male new entrants. In contrast, only 4% of male entrants opted for the field of education and 8% for health and welfare, shares which have not changed since 2015.
    
                            
    
                            
    
                                | Education policies: Access and Participation  | 
    
                            
    
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    • 	Expenditure per student increases with the educational level in nearly all OECD countries, although by how much varies substantially among countries. On average, expenditure per student amounts to about USD 11 900 at primary level, USD 13 300 at secondary level and USD 20 500 at tertiary level.

    • 	OECD countries spend, on average, the equivalent of 4.9% of their gross domestic product (GDP) (over USD 3.5 trillion in total) on educational institutions from primary to tertiary levels (including tertiary research and development). Iceland, Israel, Norway and the United Kingdom invest over 6% of their national output into education.

    • 	Private sources play a much more important role in funding tertiary education, relative to government sources, than at lower levels. On average, private sources of funding amount to 0.3% of GDP for primary to post-secondary non-tertiary institutions, with a similar percentage for tertiary institutions. In contrast, government funding amounts to 3.2% of GDP for primary to post-secondary non-tertiary institutions, well above the 1.0% of GDP that governments spend on tertiary institutions.

    • 	On average, across OECD countries, the government is the primary source of funding for both public and private primary schools. For public institutions, the government covers nearly all expenditure, amounting to about USD 11 900 per student, while it accounts for less than 60% of the costs for private ones, roughly USD 7 900 per student, on average. However, these figure vary considerably across countries. 

    • 	Tuition fees for bachelor's degrees vary considerably from country to country. In one-third of the countries and other participants with data, public institutions either offer tuition-free education to national students or charge less than USD 1 100 per year in fees. In another third of countries, annual tuition fees are relatively modest, averaging between USD 1 400 and USD 3 100 per student. In the remaining countries, fees are considerably higher, exceeding USD 4 500 per year.
    
                            
    
                            
    
                                | Education policies: Finance and Funding | 
    
                            
    
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    • 	Between 2013 and 2022, the ratio of children to teaching staff at pre-primary level fell across most countries, from 16:1 to 15:1 on average in OECD countries, due to fewer enrolled children and more teachers. In some countries, however, the ratio has increased due to rising child enrolment and teacher shortages.

    • 	In most OECD countries, the salaries of teachers increase with the level of education they teach. On average across OECD countries and other participants, the salaries of teachers with the most prevalent qualifications with 15 years of experience range from USD 52 631 at pre-primary level to USD 60 803 at upper secondary level.

    • 	Between 2015 and 2023, the statutory salaries of teachers at primary and secondary levels increased by 28-29% in nominal terms on average across OECD countries. When adjusted for changes in prices, the rise in real salaries was much smaller, at 4-5%.

    • 	Based on official regulations or agreements, teachers in public schools in OECD countries and other participants are required to teach on average 1 007 hours per year at pre-primary level, 773 hours at primary level, 706 hours at lower secondary level (general programmes) and 679 hours at upper secondary level (general programmes). 

    • 	Of the 21 countries with available data, 18 reported that they faced teacher shortages at the start of the 2022/23 academic year, with only Greece, Korea and Türkiye not reporting any shortages.

    • 	The ageing of the teaching workforce is more pronounced in secondary schools than in primary education. On average across OECD countries, the share of older teachers (aged 50 and over) increases with the education level: from 34% in primary education to 36% in lower secondary and 41% in upper secondary education.
    
                            
    
                            
    
                                | Education policies: Teachers | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | 
    
                            
    
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				Key
            
    
            Diagram of funding flows - Czechia
            
    
            
    
        
    


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