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 level of upper secondary and post-secondary non-tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (24.3 %, rank 40/44 , 2020) Download Indicator
Attainment by gender
The share of 25-34 year-old men who attained upper secondary or post-secondary non-tertiary education in Spain is one of the lowest among OECD and partner countries with available data. (25 %, rank 41/44 , 2020) Download Indicator
Spain has one of the largest share of women among 55-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (56.3 %, rank 2/34 , 2020) Download Indicator
Participation in education
The share of students enrolled in school- and work-based programmes among all upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (2.4 %, rank 22/22 , 2019) Download Indicator
Graduation
The share of long first degree master's graduates in public institutions is relatively low in Spain. (78.5 %, rank 20/22 , 2019) Download Indicator
The share of first-time short-cycle graduates is relatively high in Spain. (39 %, rank 4/26 , 2019) Download Indicator
The percentage of first-time bachelor's graduates is relatively low in Spain. (47.6 %, rank 28/30 , 2019) Download Indicator
In Spain, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively important . (100 %, rank 1/24 , 2019) Download Indicator
Graduation by gender
In Spain, the percentage of female post-secondary non-tertiary graduates in the field of health and welfare is relatively small. (72.7 %, rank 18/22 , 2019) Download Indicator
Graduation by age
In Spain, the average age of post-secondary non-tertiary graduates from vocational programmes is one of the highest among OECD and partner countries with available data (38.5 Years, rank 3/23 , 2019) Download Indicator
Graduation by field of education
In Spain, the proportion of upper secondary vocational graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (15.3 %, rank 32/34 , 2019) Download Indicator
In Spain, the percentage of post-secondary non-tertiary vocational graduates in the field of engineering, manufacturing and construction is relatively low. (7.9 %, rank 20/24 , 2019) Download Indicator
Fields of education
The share of female who enter tertiary education in the field of information and communication technologies (ICTs) is one of the smallest among OECD and partner countries with available data. (13 %, rank 33/35 , 2019) Download Indicator
Student mobility
In Spain, the proportion of international graduates among bachelor's first-time graduates is relatively low. (1.6 %, rank 27/29 , 2019) Download Indicator
Student mobility by field of education
In Spain, the share of international and foreign students among all students in the field of arts and humanities is one of the smallest among OECD and partner countries with avaialble data. (3.1 %, rank 31/35 , 2019) Download Indicator
In Spain, the share of international and foreign students among all students in the field of information and communication technologies is one of the smallest among OECD and partner countries with avaialble data. (1.8 %, rank 31/34 , 2019) Download Indicator
Adult learning
In Spain, the number of annual hours of participation of adults in formal and/or non-formal education and training is comparatively high (148 %, rank 5/26 , 2016) Download Indicator
In Spain, the number of annual hours of participation of adults in formal education and training is comparatively low (284 %, rank 23/26 , 2016) Download Indicator
Adult participation in non-formal education
The proportion of adults employed in enterprises of 1-9 persons and participating in non-job-related non-formal education and training sponsored by the employer is is relatively low in Spain. (0.6 %, rank 18/19 , 2016) Download Indicator
The proportion of adults employed in enterprises of over 249 persons and participating in non-job-related non-formal education and training sponsored by the employer is is relatively low in Spain. (1.1 %, rank 14/15 , 2016) Download Indicator
In Spain, the proportion of adults employed in the private sector and participating in non-job-related non-formal education and training sponsored by the employer is relatively low. (0.6 %, rank 29/30 , 2016) Download Indicator
Expenditure in education and national wealth
In Spain, the public expenditure as a percentage of GDP from initial source of funds on primary to post-secondary non-tertiary level is low. (2.6 %, rank 22/26 , 2018) Download Indicator
In Spain, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0 USD Equivalent, rank 2/29 , 2018) Download Indicator
Nature of expenditure
In Spain, the share of capital expenditure on primary education is one of the smallest among OECD and partner countries with available data. (3.2 %, rank 30/33 , 2018) Download Indicator
In Spain, the share of current expenditure on primary education is one of the largest among OECD and partner countries with available data. (96.8 %, rank 4/33 , 2018) Download Indicator
The percentage of capital expenditure on primary, secondary and post-secondary non-tertiary education is relatively in Spain. (3.1 %, rank 31/34 , 2018) Download Indicator
In Spain, the share of current expenditure on primary, secondary and post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (96.9 %, rank 3/34 , 2018) Download Indicator
The share of capital expenditure for primary to tertiary education in Spain is one of the lowest among OECD and partner countries with available data. (5.3 %, rank 28/31 , 2018) Download Indicator
The share of current expenditure for primary to tertiary education in Spain is one of the highest among OECD and partner countries with available data. (94.7 %, rank 4/31 , 2018) Download Indicator
The percentage of capital expenditure on secondary education is relatively in Spain. (3 %, rank 31/34 , 2018) Download Indicator
The percentage of current expenditure on secondary education is relatively in Spain. (97 %, rank 3/34 , 2018) Download Indicator
Teachers
The number of days of instruction in a school year in pre-primary school is especially low. (176 Days, rank 25/26 , 2020) Download Indicator
Who the teachers are
The share of women among teaching staff in pre-primary education is one of the smallest among OECD and partner countries with available data. (92.8 %, rank 35/39 , 2019) Download Indicator
Teachers' salaries
The change between 2005 and 2013 in statutory salaries for primary teachers with 15 years of experience and minimum training is comparatively small in Spain. (94 Index, rank 22/25 , 2020) Download Indicator
The change between 2005 and 2013 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively small in Spain. (92 Index, rank 23/25 , 2020) Download Indicator
The change between 2003 and 2013 in statutory salaries for upper secondary teachers with 15 years of experience and minimum training is comparatively small in Spain. (92 Index, rank 22/24 , 2020) Download Indicator
The change in statutory pre-primary teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in their careers is comparatively small in Spain. (94 Index, rank 18/20 , 2020) Download Indicator
Teachers' salaries progression
Starting salaries for lower secondary teachers with minimum training are especially high. (48178 USD Equivalent, rank 5/37 , 2020) Download Indicator
It takes lower secondary teachers longer to progress through the salary scale in Spain compared to other OECD and partner countries. (39 Years, rank 3/27 , 2020) Download Indicator
Ratio of student to teaching staff
The ratio of students to teaching staff at the vocational upper secondary level is especially low in Spain. (8.4 Ratio, rank 27/30 , 2019) Download Indicator
In Spain, the number of students per teacher in public upper secondary education is one of the lowest among OECD and partner countries with available data. (9.3 Ratio, rank 39/42 , 2019) Download Indicator
Class size
Classes in lower secondary private institutions are comparatively large in Spain. (27 Students, rank 3/32 , 2018) Download Indicator
In government-dependent private institutions at primary education level, classes are relatively large in Spain. (25 Students, rank 3/19 , 2018) Download Indicator
In independent private institutions at primary education level, classes are one of the largest in Spain among OECD and partner countries with available data. (20 Students, rank 5/20 , 2018) Download Indicator
In government-dependent private institutions at lower secondary level, classes are one of the largest in Spain among OECD and partner countries with available data. (27 Students, rank 3/20 , 2018) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is low compared to other OECD and partner countries. (82.5 %, rank 38/41 , 2020) Download Indicator
The employment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (58.7 %, rank 36/40 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (71.2 %, rank 30/34 , 2020) Download Indicator
The employment rate among 35-44 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (76.7 %, rank 30/34 , 2020) Download Indicator
The employment rate among 45-54 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (73.6 %, rank 30/34 , 2020) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with tertiary education is compartively low in Spain. (76.8 %, rank 40/44 , 2020) Download Indicator
The employment rate among 25-34 year-old men with upper secondary or post-secondary non-tertiary education is compartively low in Spain. (68.4 %, rank 41/43 , 2020) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with below upper secondary education is comparatively high. (27.6 %, rank 3/42 , 2020) Download Indicator
The inactivity rate of 25-34 years-old adults with below upper secondary education is low in Spain. (19.5 %, rank 41/43 , 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 highest of all OECD countries and partner economies for which data are available. (17.5 %, rank 2/33 , 2020) Download Indicator
The unemployment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is one of the highest of all OECD countries and partner economies for which data are available. (23 %, rank 3/38 , 2020) Download Indicator
The employment rate among 25-34 year-old men with vocational upper secondary or a post-secondary non-tertiary education is comparatively high. (15.4 %, rank 3/33 , 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 high. (20 %, rank 3/33 , 2020) Download Indicator
Earnings and educational attainment
The gap in average earnings between 25-64 year-old women with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (109 Index, rank 24/28 , 2019) Download Indicator
Entrance
The proportion of youth (excluding international students) expected to enter tertiary education before the age of 25 is comparatively high in Spain. (63.7 %, rank 5/29 , 2019) Download Indicator
The proportion of today's young people (excluding international students) expected to enter master's programmes before the age of 25 is one of the largest among OECD countries and partner economies with available data. (1.7 %, rank 3/30 , 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.