Country
Data profiles:
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| 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) |
| 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) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary education (TALIS 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) |
| Financial literacy (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| 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) |
| 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) |
| 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) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| 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) |
| 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) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 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) |
| 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) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 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) |
| 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) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| 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) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| 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, 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) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| 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) |
| 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) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| 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) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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) |
| 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, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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) |
| 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) |
| Adult skills (Survey of Adult Skills, PIAAC, 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) |
| Teachers and teaching conditions (TALIS 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) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| 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) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Student performance (PISA 2018) |
| 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) |
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Education expectancy
In United Kingdom, the expected years in education between ages 15 and 29 are comparatively short . (5.4 Years, rank 39/40 , 2020) Download Indicator
In United Kingdom, the expected years in education between ages 15 and 29 are comparatively short for men. (5.2 Years, rank 39/40 , 2020) Download Indicator
For women, the expected years in education between ages 15 and 29 are relatively short in United Kingdom. (5.7 Years, rank 36/40 , 2020) Download Indicator
Participation in education
The percentage of three-year-olds in early childhood education in United Kingdom is one of the highest among OECD and partner countries with available data. (100 %, rank 1/41 , 2019) Download Indicator
The percentage of four-year-olds in early childhood and primary education in United Kingdom is one of the highest among OECD and partner countries with available data. (100 %, rank 1/41 , 2019) Download Indicator
The percentage of students in government-dependent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (100 %, rank 1/22 , 2019) Download Indicator
The percentage of 3-5 year-old children in early childhood and primary education in United Kingdom is one of the highest among OECD and partner countries with available data. (100 %, rank 1/41 , 2019) Download Indicator
The share of upper secondary 20-24-year-old students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (100 %, rank 1/41 , 2019) Download Indicator
Graduation expectancy
In United Kingdom, the percentage of today's young people expected to graduate from upper secondary education before turning 25 is one of the lowest among OECD and partner countries with available data. (65.6 %, rank 33/35 , 2019) Download Indicator
In United Kingdom, 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. (2.3 %, rank 2/29 , 2019) Download Indicator
United Kingdom has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (46.5 %, rank 3/31 , 2019) Download Indicator
The percentage of today's young people expected to obtain a master's or an equivalent degree before the age of 35 is one of the highest among OECD countries and partner economies with available data. (23.9 %, rank 3/29 , 2019) Download Indicator
Graduation
The percentage of first-time master's graduates is relatively low in United Kingdom. (1.4 %, rank 21/23 , 2019) Download Indicator
Graduation by gender
In United Kingdom, 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. (18.2 %, rank 3/38 , 2019) Download Indicator
In United Kingdom, the proportion of male tertiary graduates in the field of arts and humanities is relatively large. (12.7 %, rank 3/43 , 2019) Download Indicator
Graduation by age
The average age of upper secondary graduates from general programmes in United Kingdom is one of the lowest among OECD and partner countries with available data (15.6 Years, rank 38/38 , 2019) Download Indicator
In United Kingdom, the average age of first-time tertiary graduates is relatively low. (23.5 Years, rank 26/28 , 2019) Download Indicator
In United Kingdom, the percentage of first-time bachelor's graduates younger than 30 is relatively high. (91.6 %, rank 5/31 , 2019) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of natural sciences, mathematics and statistics is one of the highest among OECD and partner countries with available data. (13.4 %, rank 2/44 , 2019) Download Indicator
The percentage of tertiary graduates in the field of services is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 43/44 , 2019) Download Indicator
In United Kingdom, 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. (8.4 %, rank 33/34 , 2019) Download Indicator
Fields of education
In United Kingdom, the percentage of new entrants to tertiary education in the field of engineering, manufacturing and construction is relatively low. (8.8 %, rank 36/37 , 2019) Download Indicator
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all national tertiary students in United Kingdom is relatively low. (8.1 %, rank 34/34 , 2019) Download Indicator
The percentage of students enrolled in the field of services among all national tertiary students in United Kingdom is relatively low. (0.1 %, rank 40/42 , 2019) Download Indicator
In United Kingdom, the share of new entrants to tertiary education in the field of services is comparatively small. (0.2 %, rank 36/37 , 2019) Download Indicator
The proportion of new entrants to tertiary education in the field of agriculture, forestry, fisheries and veterinary is one of the smallest among OECD and partner countries with available data. (0.9 %, rank 33/37 , 2019) Download Indicator
Student mobility
United Kingdom has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (18.7 %, rank 4/44 , 2019) Download Indicator
In United Kingdom, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively large. (8 %, rank 3/81 , 2019) Download Indicator
In United Kingdom, the number of international or foreign students per national student abroad is one of the highest among OECD and partner countries with available data. (12 Students, rank 2/44 , 2019) Download Indicator
In United Kingdom, the proportion of international graduates among bachelor's first-time graduates is relatively high. (17.6 %, rank 5/29 , 2019) Download Indicator
In United Kingdom, the proportion of international graduates among first-time doctorate graduates is relatively high. (45.7 %, rank 4/28 , 2019) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of services among all international or foreign tertiary students in United Kingdom is relatively low. (0.1 %, rank 40/42 , 2019) Download Indicator
In United Kingdom, the share of international and foreign students among all students in the field of services is one of the smallest among OECD and partner countries with avaialble data. (0 %, rank 33/34 , 2019) Download Indicator
Adult learning
In United Kingdom, the number of annual hours of participation of adults in formal education and training is comparatively low (169 %, rank 26/26 , 2016) Download Indicator
In United Kingdom, the number of annual hours of participation of adults without an upper secondary education in formal and/or non-formal education and training is comparatively low (51 %, rank 23/24 , 2016) Download Indicator
In United Kingdom, the number of annual hours of participation of adults without an upper secondary education in formal education and training is comparatively low (55 %, rank 10/10 , 2016) Download Indicator
In United Kingdom, the number of annual hours of participation of adults with upper secondary or post-secondary education in formal education and training is comparatively low (171 %, rank 24/24 , 2016) Download Indicator
In United Kingdom, the number of annual hours of participation of adults with tertiary education in formal education and training is comparatively low (185 %, rank 26/26 , 2016) Download Indicator
In enterprises of over 249 employed persons, the annual training costs per participant are relatively low in United Kingdom. (842.9 %, rank 23/25 , 2015) Download Indicator
In enterprises of 10-49 employed persons, the annual training costs as a share of total labour costs is relatively high. (2.4 %, rank 1/25 , 2015) 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 United Kingdom. (0.8 %, rank 17/19 , 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 United Kingdom. (1.6 %, rank 12/15 , 2016) Download Indicator
In United Kingdom, the number of annual hours of participation of adults without an upper secondary education in non-formal education and training is comparatively low (48 %, rank 30/34 , 2016) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (29911 USD Equivalent, rank 3/37 , 2018) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (23809 USD Equivalent, rank 3/34 , 2018) Download Indicator
In United Kingdom, the total expenditure per full-time equivalent student on tertiary education is one of the largest among OECD and partner countries with available data. (27728 USD Equivalent 2015, rank 3/37 , 2018) Download Indicator
Expenditure in education and national wealth
In United Kingdom, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (6.1 %, rank 5/37 , 2018) Download Indicator
In United Kingdom, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (2 %, rank 4/37 , 2018) Download Indicator
In United Kingdom, public expenditure on educational institutions as a percentage of GDP on tertiary education from final source of funds is relatively low. (0.5 %, rank 39/41 , 2018) Download Indicator
In United Kingdom, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (2.1 %, rank 2/37 , 2018) Download Indicator
In United Kingdom, total expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education is relatively low compared to 2010. (93 Index, rank 28/32 , 2018) Download Indicator
In United Kingdom, the private expenditure as a percentage of GDP from initial source of funds on primary to post-secondary non-tertiary level is high . (0.6 %, rank 5/25 , 2018) Download Indicator
In United Kingdom, 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
The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively large in United Kingdom. (1.6 %, rank 2/25 , 2018) Download Indicator
In United Kingdom, international expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively large . (0.1 %, rank 4/30 , 2018) Download Indicator
The private expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively high in United Kingdom. (0.9 %, rank 2/26 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on tertiary education in United Kingdom is one of the highest among OECD and partner countries with available data. (4.3 %, rank 1/30 , 2018) Download Indicator
Public and private expenditure in education
The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (71.3 %, rank 1/37 , 2018) Download Indicator
United Kingdom has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (34.8 %, rank 2/37 , 2018) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (24.6 %, rank 37/37 , 2018) Download Indicator
In United Kingdom, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (63.8 %, rank 36/37 , 2018) Download Indicator
In United Kingdom, the relative share of public expenditure from initial source of funds at primary to tertiary education is relatively low. (73.3 %, rank 23/25 , 2018) Download Indicator
In United Kingdom, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively large. (25.3 %, rank 4/25 , 2018) Download Indicator
In United Kingdom, the relative share of public expenditure from initial source of funds on tertiary education is one of the smallest among OECD and partner countries with available data. (49.3 %, rank 26/26 , 2018) Download Indicator
In United Kingdom, the relative share of private expenditure from initial source of funds on tertiary education is comparatively large. (46.6 %, rank 2/26 , 2018) Download Indicator
Nature of expenditure
In United Kingdom, the share of capital expenditure on primary education is one of the smallest among OECD and partner countries with available data. (2.8 %, rank 31/33 , 2018) Download Indicator
In United Kingdom, the share of current expenditure on primary education is one of the largest among OECD and partner countries with available data. (97.2 %, rank 2/33 , 2018) Download Indicator
The percentage of capital expenditure on primary, secondary and post-secondary non-tertiary education is relatively in United Kingdom. (3.1 %, rank 31/34 , 2018) Download Indicator
In United Kingdom, 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
Who the teachers are
The percentage of primary to upper secondary teachers younger than 30 is especially high. (22.8 %, rank 1/37 , 2019) Download Indicator
The percentage of primary teachers older than 50 is especially low. (15.8 %, rank 37/38 , 2019) Download Indicator
The percentage of lower secondary teachers older than 50 is especially low. (18.3 %, rank 34/35 , 2019) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially low. (20.4 %, rank 36/37 , 2019) Download Indicator
Ratio of student to teaching staff
The number of pupils per teacher in pre-primary schools is one of the highest among OECD and partner countries with available data. (39.7 Ratio, rank 1/38 , 2019) Download Indicator
In United Kingdom, the number of students per teacher in general upper secondary education is one of the highest among OECD and partner countries with available data. (15.5 Ratio, rank 5/33 , 2019) Download Indicator
The ratio of students to teaching staff at the vocational upper secondary level is especially high in United Kingdom. (24.7 Ratio, rank 1/30 , 2019) Download Indicator
In United Kingdom, the number of students per teacher in public lower secondary education is one of the highest among OECD and partner countries with available data. (16.4 Ratio, rank 5/40 , 2019) Download Indicator
In United Kingdom, the number of students per teacher in private upper secondary education is one of the highest among OECD and partner countries with available data. (18.7 Ratio, rank 5/40 , 2019) Download Indicator
The ratio of students to teaching staff at the upper secondary level in independent private institutions is especially low in United Kingdom. (7.7 Ratio, rank 20/23 , 2019) Download Indicator
The ratio of students to teaching staff at the secondary level in independent private institutions is especially low in United Kingdom. (7.7 Ratio, rank 21/24 , 2019) Download Indicator
Class size
In government-dependent private institutions at primary education level, classes are relatively large in United Kingdom. (28 Students, rank 2/19 , 2018) Download Indicator
In independent private institutions at primary education level, classes are one of the smallest in United Kingdom among OECD and partner countries with available data. (12 Students, rank 17/20 , 2018) Download Indicator
In government-dependent private institutions at lower secondary level, classes are one of the largest in United Kingdom among OECD and partner countries with available data. (25 Students, rank 5/20 , 2018) Download Indicator
In independent private institutions at lower secondary level, classes are one of the smallest in United Kingdom among OECD and partner countries with available data. (12 Students, rank 17/20 , 2018) Download Indicator
Employment and educational attainment
The employment rate among 25-34 year-olds with tertiary education is compartively high in United Kingdom. (90.6 %, rank 2/44 , 2020) Download Indicator
The employment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is compartively high in United Kingdom. (84.1 %, rank 5/43 , 2020) Download Indicator
The employment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (85.3 %, rank 1/40 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (79.9 %, rank 5/40 , 2020) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with tertiary education is compartively high in United Kingdom. (93.3 %, rank 5/44 , 2020) Download Indicator
The employment rate among 25-34 year-old women with tertiary education is compartively high in United Kingdom. (88.2 %, rank 5/44 , 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. (3.7 %, rank 41/42 , 2020) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is low in United Kingdom. (6.4 %, rank 40/44 , 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 lowest of all OECD countries and partner economies for which data are available. (3.3 %, rank 38/38 , 2020) Download Indicator
In United Kingdom, the inactivity rate of 25-34 year-olds with general upper secondary or post-secondary non-tertiary education is relatively low. (11.8 %, rank 39/39 , 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. (4 %, rank 29/33 , 2020) Download Indicator
Neither in education nor employed
Among 15-29 year-olds, the share of youth without an upper secondary degree who are neither employed nor in education or training in United Kingdom is relatively high. (27 %, rank 4/39 , 2020) Download Indicator
Entrance
Excluding international students, United Kingdom 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
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. (1.5 %, rank 4/30 , 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.
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- 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.
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- 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.
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- 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.
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- 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
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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.