Country
Data profiles:
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Financial literacy (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2017) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Teachers and teaching conditions (TALIS 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Profile View

Select first some countries to compare, choose the charts you wish to display and customise them.
Attainment
The proportion of 25-64 year-olds who have attained a vocational upper secondary or post-secondary qualification is one of the highest among OECD and partner countries with available data. (50.7 %, rank 3/34 , 2020) Download Indicator
The proportion of 25-64 year-olds who have attained a general upper secondary or post-secondary qualification is one of the lowest among OECD and partner countries with available data. (4.1 %, rank 39/40 , 2020) Download Indicator
The proportion of 25-34 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (43.8 %, rank 2/34 , 2020) Download Indicator
The proportion of 55-64 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (56.3 %, rank 4/34 , 2020) Download Indicator
The proportion of 25-34 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (8.1 %, rank 37/40 , 2020) Download Indicator
The proportion of 55-64 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (2.2 %, rank 39/39 , 2020) 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. (0.4 %, rank 33/35 , 2020) Download Indicator
Attainment by gender
Germany has one of the largest share of women among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (48.8 %, rank 5/34 , 2020) Download Indicator
Germany has one of the largest share of women among 55-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (52.9 %, rank 3/34 , 2020) Download Indicator
Participation in education
The enrolment rate of 40-64 year-olds in Germany is one of the lowest among OECD and partner countries with available data. (0.5 %, rank 37/41 , 2019) Download Indicator
Graduation expectancy
In Germany, the percentage of today's young people expected to graduate from a doctoral or equivalent programme before the age of 35 ranks as one of the highest among OECD and partner countries with available data. (2.1 %, rank 3/29 , 2019) Download Indicator
Germany has one of the lowest percentages of young people expected to graduate from short tertiary education programmes before the age of 30. (0.4 %, rank 23/26 , 2019) Download Indicator
Excluding mobile students, Germany has one of the lowest percentages of young people expected to graduate from short tertiary education before the age of 30. (0.4 %, rank 19/22 , 2019) Download Indicator
The proportion of young people expected to be first-time graduates from post-secondary non-tertiary education before turning 30 is one of the highest among OECD countries and partner economies with available data. (20.6 %, rank 2/24 , 2019) Download Indicator
Graduation
The share of first-time short-cycle graduates is relatively low in Germany. (1.4 %, rank 24/26 , 2019) Download Indicator
In Germany, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively small. (92.7 %, rank 21/24 , 2019) Download Indicator
Graduation by gender
The share of female graduates from upper secondary general programmes is one of the smallest among OECD countries and partner economies with available data. (47.7 %, rank 39/42 , 2019) Download Indicator
Among OECD and partner countries with available data, Germany has one of the smallest shares of women graduates from tertiary programmes. (49.9 %, rank 36/36 , 2019) Download Indicator
In Germany, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (19.7 %, rank 40/44 , 2019) Download Indicator
In Germany, the share of female tertiary graduates in the field of sciences, technology, engineering and mathematics is one of the largest among OECD and partner countries with available data. (19.2 %, rank 1/38 , 2019) Download Indicator
The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively high in Germany. (54.1 %, rank 1/38 , 2019) Download Indicator
The share of male tertiary graduates in the field of health and welfare is relatively low in Germany. (4.1 %, rank 39/43 , 2019) Download Indicator
Graduation by age
In Germany, the average age of post-secondary non-tertiary graduates from vocational programmes is one of the lowest among OECD and partner countries with available data (23.7 Years, rank 21/23 , 2019) Download Indicator
In Germany, the percentage of first-time master's graduates younger than 35 is relatively high. (94.5 %, rank 3/29 , 2019) Download Indicator
In Germany, the percentage of first-time doctorate graduates younger than 35 is relatively high. (79 %, rank 4/29 , 2019) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (24.2 %, rank 1/44 , 2019) Download Indicator
The share of doctoral graduates in the field of sciences, journalism and information in Germany is relatively small. (5.6 %, rank 41/44 , 2019) Download Indicator
In Germany, the proportion of upper secondary vocational graduates in the field of business, aministration and law is one of the highest among OECD and partner countries with available data. (32.1 %, rank 2/34 , 2019) Download Indicator
In Germany, the percentage of post-secondary non-tertiary vocational graduates in the field of services is relatively low. (6.8 %, rank 22/24 , 2019) Download Indicator
Fields of education
In Germany, the percentage of new entrants to tertiary education in the field of health and welfare is relatively low. (6.2 %, rank 36/37 , 2019) Download Indicator
In Germany, the share of female among new entrants in doctoral programmes enrolled in the field of education is relatively small. (60 %, rank 29/33 , 2019) Download Indicator
The share of female among new entrants in doctoral programmes enrolled in the field of engineering, manufacturing and construction in Germany is relatively small. (22.9 %, rank 32/34 , 2019) Download Indicator
In Germany, the share of new entrants in short-cycle tertiary programmes in the field of business, administration and law is relatively small. (0 %, rank 30/33 , 2019) Download Indicator
Student mobility
In Germany, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively large. (5.5 %, rank 4/81 , 2019) Download Indicator
In Germany, the proportion of new international entrants in master's long first degree (LFD) programmes is relatively high. (36.6 %, rank 2/22 , 2019) Download Indicator
In Germany, the proportion of international graduates among first-time short-cycle tertiary first-time graduates is relatively low. (0 %, rank 20/23 , 2019) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Germany is relatively high. (29.8 %, rank 1/33 , 2019) Download Indicator
Adult participation in non-formal education
The percentage adults employed in enterprises of over 249 persons and participating in job-related non-formal education and training not sponsored by the employer is relatively low. (2.4 %, rank 24/27 , 2016) Download Indicator
Expenditure in education and national wealth
In Germany, expenditure on primary educational institutions as a percentage of GDP is comparatively low. (0.7 %, rank 34/36 , 2018) Download Indicator
Public and private expenditure in education
In Germany, total public expenditure on primary educational institutions as a percentage of total public expenditure is comparatively low. (1.5 %, rank 39/40 , 2018) Download Indicator
Who the teachers are
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. (32.4 %, rank 24/25 , 2019) Download Indicator
The percentage of female teachers under 30 in lower secondary education is especially high in Germany. (78.9 %, rank 2/35 , 2019) Download Indicator
Females under 30 represent a large proportion of teachers in upper secondary education in Germany. (72 %, rank 5/37 , 2019) Download Indicator
Teachers' salaries
The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.02 Ratio, rank 5/25 , 2020) Download Indicator
The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (84869 USD Equivalent, rank 1/27 , 2020) Download Indicator
After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (88037 USD Equivalent, rank 2/33 , 2020) Download Indicator
Teachers' salaries progression
Starting salaries for teachers with minimum training in primary education are especially high. (65475 USD Equivalent, rank 2/37 , 2020) Download Indicator
Salaries of primary school teachers with minimum training at the top of scale are especially high. (86171 USD Equivalent, rank 4/34 , 2020) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially high. (72588 USD Equivalent, rank 2/37 , 2020) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (83636 USD Equivalent, rank 3/34 , 2020) 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 low. (1.31 Ratio, rank 30/34 , 2020) Download Indicator
Ratio of student to teaching staff
The number of pupils per teacher in pre-primary schools is one of the lowest among OECD and partner countries with available data. (9.3 Ratio, rank 34/38 , 2019) Download Indicator
In Germany, the ratio of students to teaching staff in bachelor's and tertiary advanced research programmes is one of the lowest compared to other OECD and partner countries with available data. (11.9 Ratio, rank 24/28 , 2019) Download Indicator
Organisation of the education system
In Germany, total compulsory instruction time for lower secondary students is relatively long. (4502 Hours, rank 3/37 , 2021) Download Indicator
In Germany, total intended instruction time for lower secondary students is relatively long. (4502 Hours, rank 4/29 , 2021) Download Indicator
Employment and educational attainment
The employment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is compartively high in Germany. (85.6 %, rank 1/43 , 2020) Download Indicator
The employment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (89.5 %, rank 3/34 , 2020) 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. (3.9 %, rank 39/42 , 2020) Download Indicator
The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Germany. (10.9 %, rank 39/43 , 2020) Download Indicator
The unemployment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is one of the lowest of all OECD countries and partner economies for which data are available. (3.2 %, rank 31/33 , 2020) Download Indicator
The employment rate among 25-34 year-old women with vocational upper secondary or a post-secondary non-tertiary education is comparatively low. (2.8 %, rank 33/33 , 2020) Download Indicator
Earnings, gender and educational attainment
The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (14.5 %, rank 26/27 , 2019) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (12.7 %, rank 24/26 , 2019) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively low. (31.1 %, rank 24/28 , 2019) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (42.3 %, rank 26/28 , 2019) Download Indicator
Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the lowest among countries with available data. (76.2 %, rank 33/37 , 2019) Download Indicator
Neither in education nor employed
The share of youth neither employed nor in education or training (15-19 year-olds) in Germany is relatively low. (2.8 %, rank 35/39 , 2020) Download Indicator
The proportion of youth neither employed nor in education or training among 20-24 year-olds in Germany is relatively small. (8.8 %, rank 37/39 , 2020) Download Indicator
In Germany, the share of men neither employed nor in education among 15-29 year-olds is relatively low. (6.5 %, rank 39/40 , 2020) 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 Germany is relatively low. (6.9 %, rank 38/39 , 2020) Download Indicator
In Germany, the proportion of youth with a tertiary degree who are neither employed nor in education or training among 15-29 year-olds is comparatively small. (4.5 %, rank 37/39 , 2020) Download Indicator
Among 20-24 year-olds men in Germany, a small share of them are neither employed nor in education or training. (7.6 %, rank 38/39 , 2020) Download Indicator
In Germany, the percentage of women neither employed nor in education or training among 15-19 year-olds is relatively low. (2.5 %, rank 35/37 , 2020) Download Indicator
In Germany, the percentage of women neither employed nor in education or training among 20-24 year-olds is relatively low. (10.3 %, rank 35/39 , 2020) Download Indicator
The proportion of 18-24 year-olds who are neither employed nor in education or training is comparatively small in Germany. (8.1 %, rank 38/39 , 2020) 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. (7.3 %, rank 38/38 , 2020) Download Indicator
The percentage of 18-24 year-old women neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (8.9 %, rank 34/38 , 2020) Download Indicator
Participation in education by gender
The share of women among tertiary education new entrants is one of the smallest compared to OECD and partner countries with available data. (49.6 %, rank 37/39 , 2019) Download Indicator
The share of female students entering bachelor's programmes in Germany is relatively small. (46.9 %, rank 43/44 , 2019) Download Indicator
Entrance
In Germany, the percentage of young people expected to enter in a short-cycle tertiary programme before the age of 25 is relatively low. (0.3 %, rank 31/32 , 2019) Download Indicator
The percentage of young people (excluding international students) expected to enter in short-cycle tertiary programme before the age of 25 is relatively low. (0.3 %, rank 28/29 , 2019) Download Indicator
Excluding international students, Germany has one of the highest percentages of young people expected to enter master's programmes before turning 25. (2.8 %, rank 2/35 , 2019) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
Visualisations



- In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
- Women also earn on average about 76-78% of mens salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
- Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
Visualisations



- On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
- The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
- In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
Visualisations



- In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
- Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
- In most countries, teachers above 50 years of age make up more than a third of the teaching force.
- Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
Visualisations



- On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
- There are 15 children for every teacher at pre-primary level on average across OECD countries.
- Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
Visualisations







All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.