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Ireland
Overview of the education system (EAG 2023)
  • In Ireland, 54% of 15-19 year-olds are enrolled in general upper secondary education and 5% in vocational upper secondary education. A further 15% are enrolled in lower secondary programmes and 17% in tertiary programmes. This compares to an OECD average of 37% enrolled in general upper secondary programmes, 23% in vocational upper secondary programmes, 12% in lower secondary programmes and 12% in tertiary programmes.
  • In Ireland,13% of 25-34 year-olds have a vocational education and training (VET) qualification at post-secondary non-tertiary level as their highest level of attainment.
  • Although an upper secondary qualification is often the minimum attainment needed for successful labour-market participation,5% of 25-34 year-olds in Ireland have not attained an upper secondary qualification, lower than the OECD average (14%).
  • Across all levels from primary to tertiary education, Ireland spends USD 12 194 annually per full-time equivalent student (adjusted for purchasing power and including expenditure on research and development), compared to the OECD average of USD 12 647.
  • On average,annual statutory salaries for upper secondary teachers in general programmes with the most prevalent qualification and 15 years of experience are USD 53 456 across the OECD. In Ireland, the corresponding salary adjusted for purchasing power is USD 61 498, which is equivalent to EUR 64 737.
  • In Ireland, in full-time equivalent terms, there are 12 students per staff member in general upper secondary programmes (OECD average: 14 students per staff member).
  • In Ireland,26% of teachers in general upper secondary programmes are aged 50 or older, compared to the OECD average of 39%.
    • | Education at a Glance 2023 | Country Note | Annexes from Education at a Glance 2023 | OECD Handbook for Internationally Comparative Education Statistics 2018 | OECD Education Policy Outlook: Ireland | Department of Education and Skills | Open Data Unit, Dept of Public Expenditure and Reform |
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Attainment

    The level of below upper secondary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (5.1 %, rank 41/44 , 2022) Download Indicator

    The level of tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (54.4 %, rank 3/46 , 2022) Download Indicator

    The level of tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (63.3 %, rank 4/45 , 2022) Download Indicator

    In Ireland, the share of 25-34 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the highest among countries with available data. (36 %, rank 4/44 , 2022) Download Indicator

    In Ireland, the share of 25-34 year-olds who attained a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (1.5 %, rank 4/35 , 2022) Download Indicator

    Attainment by gender

    The proportion of 25-64 year-old men who have attained a general degree at the tertiary level is one of the highest among OECD and partner countries with available data. (50.5 %, rank 4/46 , 2022) Download Indicator

    The proportion of 25-64 year-old women who have attained a general degree at the tertiary level is one of the highest among OECD and partner countries with available data. (58.1 %, rank 2/46 , 2022) Download Indicator

    The proportion of 25-34 year-old men who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (94.6 %, rank 2/44 , 2022) Download Indicator

    The proportion of 25-34 year-old women who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (95.3 %, rank 5/44 , 2022) Download Indicator

    The proportion of 25-34 year-old men who have attained tertiary education is one of the highest among OECD and partner countries with available data. (60 %, rank 3/45 , 2022) Download Indicator

    The proportion of 25-34 year-old women who have attained tertiary education is one of the highest among OECD and partner countries with available data. (66.5 %, rank 5/45 , 2022) Download Indicator

    In Ireland, the share of 25-64 year-old men who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (26.2 %, rank 3/45 , 2022) Download Indicator

    The share of 25-34 year-old men who attained below upper secondary education in Ireland is one of the lowest among OECD and partner countries with available data. (5.4 %, rank 43/44 , 2022) Download Indicator

    The share of 25-34 year-old women who attained below upper secondary education in Ireland is one of the lowest among OECD and partner countries with available data. (4.7 %, rank 40/44 , 2022) Download Indicator

    Ireland has one of the largest share of women among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (52.6 %, rank 3/36 , 2022) Download Indicator

    Entrance

    The share of female students entering doctoral or equivalent programmes in Ireland is one of the largest compared to other OECD countries and partner economies. (57.4 %, rank 3/39 , 2021) Download Indicator

    In Ireland, the average age of new entrants in bachelor's programmes is one of the lowest among OECD and partner countries with available data. (20 Years, rank 35/39 , 2021) Download Indicator

    In Ireland, the percentage of new entrants in short-cycle tertiary programmes younger than 25 is relatively low. (27.7 %, rank 29/33 , 2021) Download Indicator

    Entrance by field of education and gender

    In Ireland, the share of male among new entrants in doctoral programmes enrolled in the field of information and communication technologies is relatively small. (59.7 %, rank 32/35 , 2021) Download Indicator

    The share of male students entering doctoral or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Ireland is one of the smallest compared to other OECD countries and partner economies. (54.7 %, rank 34/38 , 2021) Download Indicator

    The share of female in short-cycle tertiary programmes in the field of agriculture, forestry, fisheries and veterinary is one of the smallest among OECD countries and partner economies with available data. (0 %, rank 24/24 , 2021) Download Indicator

    The share of female in short-cycle tertiary programmes in the field of services is one of the smallest among OECD countries and partner economies with available data. (38.6 %, rank 25/27 , 2021) Download Indicator

    Participation in education

    The enrolment rate of 6-14 year-olds in Ireland is one of the highest among OECD and partner countries with available data. (100 %, rank 1/44 , 2021) Download Indicator

    The enrolment rate among 15-19 year-olds in Ireland is one of the highest among OECD and partner countries with available data. (93.7 %, rank 3/42 , 2021) Download Indicator

    The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data. (96.6 %, rank 5/43 , 2021) Download Indicator

    The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the lowest among OECD and partner countries with available data. (9.1 %, rank 40/43 , 2021) Download Indicator

    The share of students enrolled in school- and work-based programmes among all upper secondary students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (100 %, rank 1/24 , 2021) Download Indicator

    The enrolment rate of students aged 17 in general upper secondary programmes in Ireland is one of the highest among OECD and partner countries with available data. (89.9 %, rank 2/44 , 2021) Download Indicator

    The enrolment rate of students aged 17 in post-secondary non-tertiary programmes in Ireland is one of the highest among OECD and partner countries with available data. (1.1 %, rank 3/31 , 2021) Download Indicator

    The enrolment rate of students aged 17 in vocational upper secondary programmes in Ireland is one of the lowest among OECD and partner countries with available data. (4.7 %, rank 38/40 , 2021) Download Indicator

    The enrolment rate of students aged 18 in post-secondary non-tertiary programmes in Ireland is one of the highest among OECD and partner countries with available data. (3.6 %, rank 4/31 , 2021) Download Indicator

    In Ireland, the percentage of students enrolled in private institutions at all early childhood education level is comparatively high. (99.2 %, rank 2/72 , 2021) Download Indicator

    In Ireland, the percentage of students enrolled in private institutions at early childhood educational and development level is comparatively high. (100 %, rank 1/47 , 2021) Download Indicator

    In Ireland, the percentage of students enrolled in private institutions at pre-primary level is comparatively high. (99.2 %, rank 1/86 , 2021) Download Indicator

    The average age of lower secondary students enrolled in vocational programmes in Ireland is one of the highest compared to other countries with available data. (40.3 %, rank 2/22 , 2021) Download Indicator

    The average age of upper secondary students enrolled in vocational programmes in Ireland is relatively high compared to the other countries. (30.5 %, rank 3/41 , 2021) Download Indicator

    The share of upper secondary students enrolled in programmes giving full level completion without access to tertiary education in Ireland is relatively high compared to the other countries. (100 %, rank 1/28 , 2021) Download Indicator

    (100 %, rank 1/30 , 2021) Download Indicator

    The average age of post-secondary non-tertiary students enrolled in vocational programmes in Ireland is among the lowest. (26.8 %, rank 23/27 , 2021) Download Indicator

    In Ireland, the share of post-secondary non-tertiary students enrolled in programmes giving full level completion without access to tertiary education is relatively large compared to other OECD or partner contries. (100 %, rank 1/14 , 2021) Download Indicator

    (97.6 %, rank 4/16 , 2021) Download Indicator

    (34.3 %, rank 3/35 , 2021) Download Indicator

    The enrolment rate among students aged 15-19 in upper secondary general programmes in Ireland is one of the highest among OECD and partner countries with available data. (54.1 %, rank 4/44 , 2021) Download Indicator

    The enrolment rate among students aged 15-19 in upper secondary vocational programmes in Ireland is one of the lowest among OECD and partner countries with available data. (5.4 %, rank 37/40 , 2021) Download Indicator

    The enrolment rate among students aged 15-19 in post-secondary non-tertiary programmes in Ireland is one of the highest among OECD and partner countries with available data. (2.3 %, rank 4/31 , 2021) Download Indicator

    The enrolment rate among students aged 20-24 in post-secondary non-tertiary programmes in Ireland is one of the highest among OECD and partner countries with available data. (5 %, rank 4/30 , 2021) Download Indicator

    The enrolment rate among students aged 20-24 in bachelor's programmes in Ireland is one of the highest among OECD and partner countries with available data. (32 %, rank 4/41 , 2021) Download Indicator

    (0.4 %, rank 2/40 , 2021) Download Indicator

    The percentage of four-year-olds in primary education in Ireland is one of the highest among OECD and partner countries with available data. (18 %, rank 1/44 , 2021) Download Indicator

    The percentage of five-year-olds in ECEC in Ireland is one of the lowest among OECD and partner countries with available data. (2.6 %, rank 80/83 , 2021) Download Indicator

    The percentage of five-year-olds in pre-primary education in Ireland is one of the lowest among OECD and partner countries with available data. (2.6 %, rank 80/83 , 2021) Download Indicator

    The percentage of five-year-olds in primary education in Ireland is one of the highest among OECD and partner countries with available data. (100 %, rank 1/45 , 2021) Download Indicator

    The percentage of six-year-olds in primary education in Ireland is one of the highest among OECD and partner countries with available data. (100 %, rank 1/45 , 2021) Download Indicator

    The share of female students enrolled in lower secondary vocational programmes is one of the highest among OECD countries and partner economies with available data. (55.6 %, rank 5/22 , 2021) Download Indicator

    The share of female students enrolled in post-secondary non-tertiary programmes is one of the smallest among OECD countries and partner economies with available data. (26.2 %, rank 29/30 , 2021) Download Indicator

    Graduation

    The average age of graduates from vocational programmes at the upper secondary level in Ireland is comparatively high. (28.9 Years, rank 5/38 , 2021) Download Indicator

    The share of doctorate graduates in public institutions is relatively high in Ireland. (100 %, rank 1/39 , 2021) Download Indicator

    Graduation by gender

    The share of female graduates from upper secondary general programmes is one of the largest among OECD countries and partner economies with available data. (53.2 %, rank 5/42 , 2021) Download Indicator

    The share of female graduates from upper secondary vocational programmes is one of the largest among OECD countries and partner economies with available data. (63.5 %, rank 1/41 , 2021) Download Indicator

    Graduation by field of education

    The percentage of tertiary graduates in the field of information and communication technologies is one of the highest among OECD and partner countries with available data. (8 %, rank 2/43 , 2021) Download Indicator

    In Ireland, 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. (2.3 %, rank 36/36 , 2021) Download Indicator

    In Ireland, the proportion of upper secondary vocational graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (37.8 %, rank 1/36 , 2021) Download Indicator

    In Ireland, the percentage of post-secondary non-tertiary vocational graduates in the field of services is relatively low. (5.3 %, rank 23/25 , 2021) Download Indicator

    In Ireland, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of STEM is one of the lowest among OECD and partner countries with available data. (14 %, rank 36/36 , 2021) Download Indicator

    In Ireland, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (35.7 %, rank 1/36 , 2021) Download Indicator

    Graduation by field of education and gender

    In Ireland, the share of female post-secondary non-tertiary graduates in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (0.8 %, rank 26/27 , 2021) Download Indicator

    Fields of education

    In Ireland, the percentage of new entrants to tertiary education in the field of engineering, manufacturing and construction is relatively low. (9.6 %, rank 35/39 , 2021) Download Indicator

    The percentage of students enrolled in the field of social sciences, journalism and information among all national tertiary students in Ireland is relatively low. (6 %, rank 34/38 , 2021) Download Indicator

    In Ireland, the percentage of new entrants to doctoral programmes in the field of arts and humanities is relatively high, compared to other countries with available data. (16.3 %, rank 4/37 , 2021) Download Indicator

    In Ireland, the percentage of new entrants to doctoral programmes in the field of information and communication technologies is relatively high, compared to other countries with available data. (6.3 %, rank 5/36 , 2021) Download Indicator

    In Ireland, the proportion of new entrants in social sciences, journalism and information bachelor's programmes is slightly low, compared to OECD and partner countries with available data. (6 %, rank 37/39 , 2021) Download Indicator

    The percentage of new entrants in engineering, manufacturing and construction master's programmes is relatively low in Ireland among countries with available data. (6.3 %, rank 35/39 , 2021) Download Indicator

    In Ireland, the share of new entrants in agriculture, forestry, fisheries and veterinary master's programmes is especially low. (0.2 %, rank 39/39 , 2021) Download Indicator

    Student mobility

    In Ireland, international or foreign students from North America are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (17.1 %, rank 3/43 , 2021) Download Indicator

    In Ireland, international or foreign students from Oceania are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (0.7 %, rank 4/43 , 2021) Download Indicator

    Adult learning

    In Ireland, the percentage of training costs as a share of total costs in all entreprises in 2020, is one of the among the other OECD and partners countries with available data. (1.9 %, rank 4/23 , 2020) Download Indicator

    Adult participation in non-formal education

    In Ireland, the share of employed 25-64 year-olds participating in at least one job-related non-formal education and training over the 4 weeks prior to the interview is relatively low, compared to other OECD and partner countries with available data. (5.2 %, rank 23/25 , 2022) Download Indicator

    In Ireland, the share of 25-64 year-olds with general upper secondary or post-secondary non-tertiary education participating in non-formal job-related education and training over the 4 weeks prior to the interview is relatively low, compared to other OECD and partners countries with available data. (2 %, rank 23/24 , 2022) Download Indicator

    In Ireland, the share of 25-64 year-olds with tertiary education participating in non-formal job-related education and training over the 4 weeks prior to the interview is relatively low, compared to other OECD and partners countries with available data. (6.1 %, rank 24/25 , 2022) Download Indicator

    Expenditure per student

    In Ireland, the average annual growth in the number of full-time equivalent student (2012 to 2020) at primary, secondary and post-secondary non-tertiary level is comparatively high. (1.4 %, rank 5/45 , 2020) Download Indicator

    Expenditure in education and national wealth

    In Ireland, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the lowest among OECD countries and partner economies. (3.2 %, rank 38/39 , 2020) Download Indicator

    In Ireland, expenditure on secondary educational institutions as a percentage of GDP is comparatively low. (1 %, rank 38/39 , 2020) Download Indicator

    In Ireland, expenditure on post secondary non-tertiary educational institutions as a percentage of GDP is comparatively high. (0.2 %, rank 1/21 , 2020) Download Indicator

    In Ireland, expenditure on tertiary educational institutions as a percentage of GDP is comparatively low. (0.8 %, rank 38/40 , 2020) Download Indicator

    In Ireland, public and private expenditure on primary, secondary and post-secondary non-tertiary educational institutions as a percentage of GDP is comparatively low. (2.4 %, rank 37/39 , 2020) Download Indicator

    In Ireland, public expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively low. (2.1 %, rank 42/43 , 2020) Download Indicator

    In Ireland, public expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively low. (2.7 %, rank 42/43 , 2020) Download Indicator

    In Ireland, total expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education is relatively low compared to 2015. (94 Index, rank 34/36 , 2020) Download Indicator

    In Ireland, expenditure on educational institutions as a percentage of GDP for tertiary education is low compared to 2015. (79 Index, rank 35/36 , 2020) Download Indicator

    In Ireland, expenditure on educational institutions as a percentage of GDP for primary to tertiary education is low compared to 2015. (90 Index, rank 34/36 , 2020) Download Indicator

    In Ireland, the public expenditure as a percentage of GDP from initial source of funds on primary to post-secondary non-tertiary level is small. (2.1 %, rank 29/30 , 2020) Download Indicator

    The public expenditure as a percentage of GDP from initial source of funds at primary to tertiary education is relatively low in Ireland. (2.9 %, rank 27/29 , 2020) Download Indicator

    The percentage of capital expenditure on secondary education is relatively small in Ireland. (0 %, rank 28/30 , 2020) Download Indicator

    Government and private expenditure in education

    In Ireland, total public expenditure on post-secondary non-tertiary educational institutions as a percentage of total public expenditure is comparatively high. (0.3 %, rank 3/25 , 2020) Download Indicator

    In Ireland, the total expenditure per full-time equivalent student on primary to tertiary education is one of the highest among OECD and partner countries with available data. (91 %, rank 4/30 , 2020) Download Indicator

    The percentage of current expenditure on secondary education is relatively small in Ireland. (5 %, rank 26/30 , 2020) Download Indicator

    Teachers

    The number of days of instruction in a school year in lower secondary public school is especially low. (164 Days, rank 31/31 , 2021) Download Indicator

    The number of days of instruction in a school year in upper secondary public school is especially low. (164 Days, rank 31/31 , 2021) Download Indicator

    Who the teachers are

    The percentage of primary to upper secondary teachers aged between 30 and 49 is especially high. (65.2 %, rank 3/39 , 2021) Download Indicator

    The percentage of primary teachers older than 50 is especially low. (17.6 %, rank 37/40 , 2021) Download Indicator

    The percentage of upper secondary teachers older than 50 is especially low. (26 %, rank 35/39 , 2021) Download Indicator

    The percentage of primary to upper secondary teachers older than 50 is especially low. (21.4 %, rank 36/39 , 2021) Download Indicator

    The percentage of teachers under 30 in Ireland is one of the highest among OECD and partner countries with available data. (12.2 %, rank 4/33 , 2021) Download Indicator

    The share of teachers aged 50 or more in post secondary non-tertiary education is relatively high in Ireland, compared to the other countries with available data. (50.8 %, rank 5/20 , 2021) Download Indicator

    Teachers' salaries

    The ratio of primary 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. (0.97 Ratio, rank 5/26 , 2022) Download Indicator

    The ratio of lower secondary female teachers' salaries to earnings of full-time, full-year women workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.24 Ratio, rank 3/21 , 2022) Download Indicator

    The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.86 Ratio, rank 4/21 , 2022) Download Indicator

    The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Ireland. (1.06 Ratio, rank 4/22 , 2022) Download Indicator

    The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in Ireland. (72182 USD Equivalent, rank 3/24 , 2022) Download Indicator

    Principals' salaries

    Lower-secondary 25-64 year-old school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Ireland. (1.73 Ratio, rank 4/22 , 2022) Download Indicator

    The average actual salaries of 25-64 year-old lower secondary education school heads is one of the highest in Ireland. (103843 USD Equivalent, rank 5/24 , 2022) Download Indicator

    In Ireland, the average actual salaries of 25-34 year-old lower-secondary school heads is relatively high compared to OECD and partner countries with available data. (86159 USD Equivalent, rank 5/17 , 2022) Download Indicator

    The average actual salaries of 55-64 year-old lower secondary school heads is one of the highest in Ireland. (108314 USD Equivalent, rank 5/22 , 2022) Download Indicator

    Ratio of student to teaching staff

    The number of students per teacher in tertiary institutions is one of the highest among OECD and partner countries with available data. (22.8 Ratio, rank 5/36 , 2021) Download Indicator

    The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Ireland. (6.9 Ratio, rank 19/20 , 2021) Download Indicator

    In Ireland, the number of students per teacher in public institutions tertiary education is one of the highest among countries with available data. (22.8 Ratio, rank 5/37 , 2021) Download Indicator

    Organisation of the education system

    The number of instruction days per year for lower secondary students is one of the lowest among OECD and partner countries with available data. (164 Days, rank 33/35 , 2023) Download Indicator

    Employment and educational attainment

    The employment rate among 25-34 year-olds with below upper secondary education is compartively low in Ireland. (41.5 %, rank 42/44 , 2022) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 25-34 year-old men with below upper secondary education is compartively low in Ireland. (50.4 %, rank 42/44 , 2022) Download Indicator

    The employment rate among 25-34 year-old women with below upper secondary education is compartively low in Ireland. (31.5 %, rank 40/44 , 2022) Download Indicator

    Inactivity and educational attainment

    The inactivity rate of 25-34 years-old adults with below upper secondary education is high in Ireland. (50.1 %, rank 1/43 , 2022) Download Indicator

    The inactivity rate of 25-34 years-old adults with tertiary education is low in Ireland. (6.3 %, rank 42/45 , 2022) Download Indicator

    In Ireland, the inactivity rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (2.9 %, rank 10/14 , 2022) Download Indicator

    Inactivity by gender and educational attainment

    In Ireland, the inactivity rate of 25-34 year-old women without an upper secondary education is relatively high. (63.2 %, rank 5/43 , 2022) Download Indicator

    In Ireland, the inactivity rate of 25-34 year-old men without an upper secondary education is relatively high compared to other countries with available data. (38.5 %, rank 1/43 , 2022) Download Indicator

    In Ireland, the inactivity rate of 25-34 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively high. (8.2 %, rank 5/33 , 2022) Download Indicator

    Earnings and educational attainment

    The share of 25-64 year-old workers without an upper secondary education earning at or below half the overall median in Ireland is one of the highest among countries with available data. (43.8 %, rank 4/38 , 2021) Download Indicator

    The share of 25-64 year-old workers with upper secondary or post-secondary non-tertiary education earning at or below half the overall median in Ireland is one of the highest among countries with available data. (27.2 %, rank 4/40 , 2021) Download Indicator

    The share of 25-64 year-old workers with tertiary education earning at or below half the overall median in Ireland is one of the highest among countries with available data. (15.1 %, rank 5/38 , 2021) Download Indicator

    Earnings, gender and educational attainment

    Earnings of women as a percentage of men's earnings (among 25-64 year-olds with tertiary education and income from employment) are one of the lowest among countries with available data. (69.9 %, rank 37/40 , 2021) Download Indicator

    Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with tertiary education are one of the lowest among countries with available data. (62.2 %, rank 36/40 , 2020) Download Indicator

    Neither in education nor employed

    The share of men who are inactive NEET (18-24 year-olds) in Ireland is relatively low. (5.1 %, rank 35/39 , 2022) Download Indicator

    In Ireland, the share of women neither employed nor in education among 15-29 year-olds is relatively low. (9.5 %, rank 36/40 , 2022) Download Indicator

    Social outcomes

    In Ireland, tertiary education's average score for the perception of democracy and the importance given to citizens having the final say on the most important political issues by voting on them directly in referendums is relatively high, compared to other OECD and partner countries with available data. (8.6 Average score, rank 2/24 , 2020) Download Indicator


    The data table will display up to six selected countries.
    General findings
    

    

    

    • On average in OECD countries, the employment rate for younger adults (25-34 year-olds) with upper secondary or post-secondary non-tertiary education as their highest attainment is 83% for those with a vocational qualification and 73% for those with a general one.
    • Combined school- and work-based vocational programmes facilitate the transition into the labour market. In Denmark, Germany, Hungary, Ireland, Latvia and Switzerland, around nine out of ten upper secondary VET students are in a combined school- and work-based programme, but in 10 countries, the share is less than one in five.
    • Vocational education and training (VET) programmes, which often require specific equipment and infrastructure, typically cost more per student than general programmes. On average across OECD countries, expenditure per student is about USD 11 400 in general upper secondary programmes, compared to about USD 13 200 in vocational programmes.
    • On average across OECD countries, 43% of teachers in vocational upper secondary programmes are aged 50 or over. This reflects an ageing VET teacher workforce, and also that some VET teachers join the teaching profession after an industry work experience.
    

    

    
| Spotlight on Vocational Education and Training | Education policies: Access and Participation - VET | Education policies: Finance and Funding - VET | Education policies: Labour market outcomes - VET | 
    

    
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    • On average across OECD, 20% of adults (25-64 year-olds) still do not have an upper secondary qualification in 2022. Forty percent have an upper secondary or post-secondary non-tertiary qualification as their highest level of education, the same share as those with a tertiary degree.

    • Employment rates increase as educational attainment increases. Among 25-64 year-olds, the employment rate is 59% for those with below upper secondary attainment. This rises to 77% for adults with upper secondary or post-secondary non-tertiary attainment and 86% for those with tertiary attainment.

    • Civic engagement tends to increase as educational attainment increases. Across the OECD countries and accession countries participating in the European Social Survey (ESS) Round 10, around 10% of individuals with tertiary attainment have participated in a public demonstration in the previous 12 months, whereas 6% of individuals with upper secondary or post-secondary non-tertiary educational attainment have done so.

    • The most common form of participation in adult learning is non-formal education and training, mostly job related. Slightly more than one in ten adults (25-64 year-olds) participate in non-formal education and training on average across OECD and accession countries reporting data with a four-week reference period, of which almost 80% have engaged in at least one job-related learning activity.
    

    

    
| Education policies: Attainment | Education policies: Labour market outcomes | 
    

    
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    • On average, 18% of children under 2 and 43% of 2-year-olds were enrolled in early childhood education (ECEC) programmes in 2021 but other ECEC services also play a significant role. In Japan, 26% of children under 2 and 53% of 2-year-olds are enrolled in ECEC services outside ISCED 0.

    • In Canada, Ireland and New Zealand, vocational programmes mostly serve those who have completed their initial schooling, and less than 12% of 15-19 year-old upper secondary students are pursuing VET. In contrast, there are 11 OECD countries where the majority of 15-19 year-olds enrolled in upper secondary education are in vocational programmes.

    • Most upper secondary VET students are in programmes that offer direct access to tertiary education. Countries where around 30% or more vocational students enrolled in programmes that lead to full level completion without direct access to tertiary education tend to be those with multiple vocational tracks and bridging options to allow progression to higher levels of education.

    • On average, 72% of students who enter upper secondary education graduate within its theoretical duration across countries with available data. Two years after the end of the theoretical duration, the average completion rate has increased to 82%.

    • Students who entered a general upper secondary programme have a higher rate of completion (87%) than those who entered in a vocational programme (73%) in nearly all countries two years after the end of the theoretical programme duration.

    • The COVID-19 pandemic had a very uneven impact on international student flows across countries during the period 2019-2021. While the share of mobile students fell by 6 percentage points in Australia and 9 percentage points in New Zealand, it increased in several countries and remained unchanged in many others.
    

    

    
| Education policies: Access and Participation  | 
    

    
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    • Across OECD countries, expenditure per student averages around USD 10 700 at the primary level, USD 11 900 at secondary and USD 18 100 at tertiary level. This reflects the fact that higher levels of education often require teachers to have more advanced qualifications and specialised knowledge which are usually accompanied by higher salaries.

    • Vocational education and training (VET) programmes, which often require specific equipment and infrastructure, typically cost more per student than general programmes. On average across OECD countries, expenditure per student is about USD 11 400 in general upper secondary programmes, compared to about USD 13 200 in vocational programmes.
    • Upper secondary vocational programmes receive between 3% and 17% of all funding for primary to tertiary educational institutions. Post-secondary non-tertiary programmes, which are often vocational, receive as much as 7% of funding (in Ireland) and short-cycle tertiary as much as 10% (in Canada).

    • In 2020, on average across OECD countries, 84% of the funding for primary to tertiary educational institutions came directly from government sources, 15% from private sources and 1% from non-domestic (international) sources.

    • Higher education levels tend to have higher teachers' salary costs per student. On average across OECD countries, they rise from USD 3 614 per student in primary education to USD 4 424 in lower secondary education. This is mostly due to a combination of higher teachers' salaries and instruction time, and shorter teaching hours.
    

    

    
| Education policies: Finance and Funding | 
    

    
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    • Students across the OECD receive an average of 7 634 hours of compulsory instruction during their primary and lower secondary education, ranging from 5 245 hours in Poland to double that in Australia (11 000 hours).

    • Teachers' actual salaries at pre-primary, primary and general secondary levels of education are 81-95% of the earnings of tertiary-educated workers on average across OECD countries and other participants.

    • School heads' actual salaries are more than 51% higher on average than those of teachers across primary and secondary education in OECD countries and other participants.

    • More than three-quarters of the OECD countries have national, or central, examinations in the final years of upper secondary education (in general programmes). A large majority of these countries use these examinations to grant students access to tertiary education.

    

    

    
| Education policies: Teachers | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | 
    

    
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Diagram of funding flows - Ireland

    

    

    

    

    
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Country Reviews for Ireland

    

    

    

    








    
Note: These values should be interpreted with care since they are influenced
by countries' specific contexts and trade-offs. In education, there is often no simple
most- or least-efficient model. For instance, the share of private expenditure in
education must be read against other measures designed to mitigate inequities,
such as loans and grants; longer learning time is an opportunity to convey
more and better content to students, but may hinder investments in other important
areas. If you want further information on the nature of different variables, please
take the time to read the analysis and contextual information, available at the website
for each publication.
    
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available.
The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/


    
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some
countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.


    
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies.
This explains the difference between the OECD average and the TALIS averages.
Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and
Annex 3
of EAG 2021 for more details about the data collections.


    
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China:
Beijing, Shanghai, Jiangsu and Zhejiang.


    
For additional notes, please refer to annexes in the list of links below the introductory country profile text.