Country
Data profiles:
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Financial literacy (PISA 2018) |
Overview of the education system (EAG 2020) |
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 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
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 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
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 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2020) |
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 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
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 2020) |
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 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
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 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2020) |
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 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2017) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
Teachers and teaching conditions (TALIS 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
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 (TALIS 2018) |
Overview of the education system (EAG 2020) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (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 2020) |
Overview of the education system (EAG 2020) |
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 2020) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2020) |
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 2020) |
Teachers and teaching conditions (TALIS 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) |
Teachers and teaching conditions (TALIS 2018) |
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ECEC centre external evaluations
A small proportion of leaders report receiving an inspection regarding process quality at least once every year. (21.9 %, rank 8/8 , 2018) Download Indicator
Parental involvement
In Israel, the share of leaders reporting that their centre provided workshops or courses regarding child-rearing or child-development over the 12 months prior to the survey is relatively small. (54.7 %, rank 7/8 , 2018) Download Indicator
Opportunities for children's participation in decisions in the centre
In Israel, a low percentage of leaders agree or strongly agree that the centre provides opportunities for children to actively participate in decisions (13.9 %, rank 6/8 , 2018) Download Indicator
Who the ECEC staff are
Compared to other TALIS participating countries, Israel has a large proportion of female among ECEC staff. (98.8 %, rank 1/8 , 2018) Download Indicator
Among TALIS countries, Israel has a small proportion of ECEC staff aged under 30. (15.3 %, rank 8/8 , 2018) Download Indicator
Among TALIS countries, Israel has a high proportion of ECEC staff aged 50 or older. (28.7 %, rank 2/8 , 2018) Download Indicator
Who the ECEC leaders are
Compared to most other TALIS countries, Israel has a high percentage of female ECEC centre principals. (98.8 %, rank 1/8 , 2018) Download Indicator
Compared to most other TALIS countries, Israel has a high proportion of ECEC centre leaders aged under 30. (6.7 %, rank 2/8 , 2018) Download Indicator
Compared to most other TALIS countries, Israel has a high percentage of ECEC centre leaders aged between 30 and 49. (70.4 %, rank 1/8 , 2018) Download Indicator
Israel has one of the smallest share of ECEC centre leaders aged 50 or older, compared to other TALIS countries. (22.8 %, rank 8/8 , 2018) Download Indicator
Professional development of ECEC leaders
In Israel, a large share of pre-primary leaders participated in peer and/or self-observation and coaching formal arrangements as part of their in-service training in the 12 months prior to the survey. (57 %, rank 3/9 , 2018) Download Indicator
In Israel, a large share of pre-primary leaders 'agree' or 'strongly agree' that not having enough staff to compensate for their absence represents a barrier to participation in professional development. (49.1 %, rank 3/9 , 2018) Download Indicator
Education and initial preparation of ECEC staff
In Israel, the percentage of staff whose formal education or training programme included working with parents or guardians/families is relatively low. (61.2 %, rank 8/8 , 2018) Download Indicator
The proportion of staff whose formal education or training programme included facilating transitions to primary education is one of the smallest among TALIS participating countries and economies. (57.5 %, rank 7/8 , 2018) Download Indicator
Compared to most other TALIS countries, a larger proportion of staff report that working with dual/second language learners was included in their formal training programme. (24.3 %, rank 5/6 , 2018) Download Indicator
Compared to most other TALIS countries, a smaller proportion of staff report that working with children with special needs was included in their formal training programme. (56.3 %, rank 6/8 , 2018) Download Indicator
In Israel, the percentage of pre-primary staff whose highest level of education is above secondary level is relatively low. (61.3 %, rank 8/9 , 2018) Download Indicator
In Israel, the pre-service formation preparing the pre-primary staff specifically to work with children covered few thematic areas. (6.7 %, rank 9/9 , 2018) Download Indicator
In Israel, the percentage of pre-primary novice teachers whose pre-service formation encompassed contents related to working with a diversity of children is relatively low. (82.5 %, rank 8/9 , 2018) Download Indicator
Professional development of ECEC staff
The share of staff that did not participate in professional development activities over the 12 months prior to the survey is one of the smallest among TALIS participating countries and economies. (79.2 %, rank 8/9 , 2018) Download Indicator
Compared to most other TALIS countries, a smaller proportion of staff whose professional development activities over the 12 months prior the survey included working dual language learners. (19.2 %, rank 6/7 , 2018) Download Indicator
In Israel, a large share of pre-primary staff participated in peer and/or self-observation and coaching formal arrangements as part of their in-service training in the 12 months prior to the survey. (47.6 %, rank 2/9 , 2018) Download Indicator
In Israel, a large share of pre-primary staff participated in induction or mentoring activities as part of their in-service training in the 12 months prior to the survey. (59.3 %, rank 2/9 , 2018) Download Indicator
In Israel, a large share of pre-primary staff have covered contents related to child development in both their pre-service and recent in-service training. (83.3 %, rank 2/9 , 2018) Download Indicator
In Israel, a small share of pre-primary staff have covered contents related to working with a diversity of children in both their pre-service and recent in-service training. (49.5 %, rank 7/9 , 2018) Download Indicator
In Israel, a large share of pre-primary staff have covered contents related to pedagogy in both their pre-service and recent in-service training. (63.6 %, rank 1/9 , 2018) Download Indicator
In Israel, a small share of pre-primary staff 'agree' or 'strongly agree' that there is no relevant professional development offered. (22.6 %, rank 8/9 , 2018) Download Indicator
In Israel, a large share of pre-primary staff reported a 'high' level of need for futher professional development for working with a diversity of children. (39.7 %, rank 3/9 , 2018) Download Indicator
In Israel, a large share of pre-primary staff, working in centres with more than 10% of children from socio-economically disadvantaged homes, have completed pre-service education or training that prepared them specifically to work with children. (80.7 %, rank 2/7 , 2018) Download Indicator
ECEC staff practices facilitating literacy, numeracy and language development
In Israel, a relative low proportion of staff reported that their ECEC centre use a lot books/pictures with children. (60 %, rank 6/8 , 2018) Download Indicator
ECEC staff practices facilitating socio-emotional development
Israel has a relative large share of staff who reported that their ECEC center encourage a lot children to help each other. (92.6 %, rank 2/8 , 2018) Download Indicator
Israel has a relative large share of staff who reported that hugging the children is a practice that applies a lot in their ECEC centre. (80.4 %, rank 1/8 , 2018) Download Indicator
ECEC staff beliefs about skills and abilities that will prepare children for the future
In Israel, a large percentage of ECEC staff believe that children's ability to cooperate easily with others is highly important in preparing children for the future. (90.5 %, rank 2/8 , 2018) Download Indicator
In Israel, a large percentage of ECEC staff believe that children's ability to think creatively is highly important in preparing children for the future. (85.2 %, rank 2/8 , 2018) Download Indicator
ECEC staff beliefs about spending priorities
In Israel, a large proportion of staff responded that reducing group size by recruiting more ECEC staff was of high importance if, the budget were to increase by 5%. (86 %, rank 1/8 , 2018) Download Indicator
In Israel, a large proportion of staff who responded that supporting children with special needs was of high importance if, thinking about the ECEC sector as a whole, the budget were to increase by 5%. (82.5 %, rank 2/8 , 2018) Download Indicator
Working conditions of ECEC staff
In Israel, a relatively large percentage of staff reported that having too many children in their classroom is a source of stress. (33.6 %, rank 2/9 , 2018) Download Indicator
In Israel, the percentage of staff who ''agree'' or ''strongly agree'' with the statement ''all in all, I am satisfied with my job'' is comparatively high. (98.3 %, rank 1/8 , 2018) Download Indicator
In Israel, the percentage of staff who ''agree'' or ''strongly agree'' that ECEC staff are valued in society is comparatively large. (75.2 %, rank 1/8 , 2018) Download Indicator
In Israel, the percentage of pre-primary staff engaging 'weekly' or 'daily' in discussions with colleagues about children's development, well-being and learning is low. (41 %, rank 8/9 , 2018) Download Indicator
In Israel, a small share of pre-primary staff reported that 'working in a different job not in the ECEC sector' is the most likely reason to leave the ECEC staff role. (6.4 %, rank 7/9 , 2018) Download Indicator
In Israel, the average number of weekly hours spent on tasks related to the job at the ECEC centre is relatively low. (34.4 %, rank 8/9 , 2018) Download Indicator
In Israel, the percentage of pre-primary staff reporting they engage 'weekly' or 'daily' in working with other ECEC staff to discuss the evaluation of children's development and well-being is low. (33.9 %, rank 9/9 , 2018) Download Indicator
In Israel, the percentage of pre-primary staff reporting they 'agree' or 'strongly agree' that they need more support from their ECEC centre leader is low. (30.6 %, rank 7/9 , 2018) Download Indicator
In Israel, a small share of pre-primary staff reported that 'a lack of resources' is 'a lot' a source of stress. (22.3 %, rank 7/9 , 2018) Download Indicator
In Israel, a large share of pre-primary staff reported that 'accomodating children with special needs' is 'a lot' a source of stress. (13.4 %, rank 3/9 , 2018) Download Indicator
In Israel, the percentage of pre-primary staff indicating 'resolving health-related issues' as the most likely reason to leave the ECEC role is low. (3.1 %, rank 9/9 , 2018) Download Indicator
In Israel, the share of pre-primary staff reporting 'resolving health-related issues' as the most likely reason to leave the profession is less important when they feel high stress from 'having too many children in the classroom/playgroup/group'. (0.2 %, rank 8/9 , 2018) Download Indicator
In Israel, the share of pre-primary staff who reported needing more support from their centre leader is more important in centres with a high concentration of children from socio-economically disadvantaged homes. (15.8 %, rank 1/7 , 2018) Download Indicator
In Israel, the share of pre-primary staff who reported being satisfied with their salary is more important in centres with a high concentration of children from socio-economically disadvantaged homes. (3 %, rank 2/7 , 2018) Download Indicator
ECEC leaders' job satisfaction
Israel has one of the largest share of leaders believing that ECEC staff are valued in society. (74.3 %, rank 1/8 , 2018) Download Indicator
Israel has one of the largest share of leaders who report being satisfied with their job. (98.5 %, rank 2/8 , 2018) Download Indicator
In Israel, the percentage of pre-primary leaders who 'agree' or 'strongly agree' that they are dissatisfied with the influence they have over choosing the staff working in their centre is high. (58 %, rank 1/9 , 2018) Download Indicator
In Israel, a large share of pre-primary leaders reported that having too much administrative work is 'quite a bit' or 'a lot' a source of stress. (72.2 %, rank 2/9 , 2018) Download Indicator
Leadership practices
In Israel, a large share of pre-primary staff 'agree' or 'strongly agree' that their centre leader ensures that staff performance is managed effectively. (97.7 %, rank 1/9 , 2018) Download Indicator
In Israel, a large share of pre-primary staff 'agree' or 'strongly agree' that their centre leader ensures that staff take responsibility for improving their practices. (96.4 %, rank 1/9 , 2018) Download Indicator
In Israel, a large share of pre-primary staff 'agree or 'strongly agree' that their centre leader encourages co-operation among staff to develop new ideas in their practices. (95.6 %, rank 1/9 , 2018) Download Indicator
In Israel, a small share of pre-primary leaders reported that informal communication with parents or guardians takes place at the centre on a 'weekly' or 'daily' basis. (57.8 %, rank 8/9 , 2018) Download Indicator
In Israel, a large share of pre-primary staff 'agree' or 'strongly agree' that their centre leader encourages all staff to have a say in important decisions. (94.7 %, rank 1/9 , 2018) Download Indicator
In Israel, a large share of pre-primary staff, working in centres with more than 10% of children from socio-economically disadvantaged homes, 'strongly agree' that their centre leader encourages co-operation among staff to develop new ideas in their practices. (64.5 %, rank 1/7 , 2018) Download Indicator
In Israel, a small share of pre-primary leaders, working in centres with more than 10% of children from socio-economically disadvantaged homes, reported that informal communication with parents or guardians takes place on a 'weekly' or 'daily' basis. (48.4 %, rank 7/8 , 2018) Download Indicator
In Israel, a large share of pre-primary leaders, working in centres with more than 10% of children from socio-economically disadvantaged homes, reported that formal communication with parents or guardians takes place on a 'weekly' or 'daily' basis. (67.1 %, rank 2/8 , 2018) Download Indicator
Organisation of the education system
Compared to most other TALIS countries, Israel has a low proportion of ECEC centre leaders who report that there is communication with primary school teachers in their centre. (11.2 %, rank 6/8 , 2018) Download Indicator
Governance
A large proportion of leaders report that they or other centre staff have significant responsibility for deciding on budget allocations within their centres. (66.5 %, rank 2/8 , 2018) Download Indicator
A small proportion of leaders reported that they or other centre staff have significant responsibility for appointing or hiring ECEC staff. (9.9 %, rank 8/8 , 2018) Download Indicator
Israel has one of the highest proportion of ECEC centre leaders who reported that their centre is publicly managed. (91 %, rank 1/8 , 2018) Download Indicator
Compared to most other TALIS countries, Israel has a low proportion of ECEC centre leaders who reported that their centre is privately managed. (9 %, rank 8/8 , 2018) Download Indicator
General findings
- Across countries participating in the Starting Strong Survey, more than 90% of ECEC staff are female. Furthermore, more than 80% of leaders are female in all countries with the exception of Chile (77%), Japan(64%) and Turkey (25%).
- The highest proportion of ECEC staff under 30 years old is found in Korea (43%) followed by Turkey and Japan where more than 30% of ECEC staff belongs to this age group. On the other hand, Germany, Israel and Iceland have more than one quarter of ECEC staff aged above 50. More than half of ECEC centre leaders are aged 50 or more in Iceland, Germany, Korea and Chile and in Japan the eight out of ten centre leaders are above 50.
Visualisations



- Staff in the ECEC field have typically completed education beyond secondary school. Training specifically to work with children is not universal, from 64% of ECEC staff in Iceland to 97% in Germany have pre-service training with a focus on working with children. Among these staff, from 45% in Chile to 92% in Japan completed some practical training during their initial preparation programmes. Staff whose programme included a practical module covered more areas in their pre-service training than staff whose programmes did not.
- Staff with more education and training and more responsibility report that they adapt their practices in the classroom or playroom to individual children's development and interests.
- In all countries, a majority of staff (more than 75%) report having participated in professional development activities within the 12 months prior to the Survey. However, this is more often the case for teachers than assistants, especially in Chile and Israel. Staff who are less educated tend to participate less in professional development activities.
- In addition to broad participation in in-service training, the quality of training matters. The breadth (i.e. number of thematic areas) and the alignment of training (i.e. cumulative training in a given area in both pre-service and recent in-service training) are two dimensions of such quality.
- On average across countries, less than 40% engaged in formal peer or self-observation activities and only 32% were involved in induction or mentoring activities.
- In Chile and Japan, there is a high demand from pre-primary staff for formation including contents related to working with a diversity of children.
Visualisations



- Around 70% of staff report regular use of practices facilitating children's socio-emotional development (such as encouraging children to help each other) or practices facilitating children's language development (such as singing songs or rhymes). Specific practices emphasising literacy and numeracy (such as playing with letters or playing number games) are used to a lesser extent.
- The ability to co-operate easily with others is at the top of the list of skills and abilities that ECEC staff regard as important for young children to develop.
- Exchanging information with parents regarding daily activities and children's development is common. Smaller percentages of staff report encouraging parents to play and carry out learning activities at home with their children.
- Staff across countries and levels of education concur that reducing group size, improving staff salaries and receiving support for children with special needs are important spending priorities.
Visualisations



- According to both leaders and staff, ECEC centres provide opportunities for staff to participate in decision making. However, this is not widespread in all countries and views of staff and leaders are not always aligned. In Chile, Japan and Norway, in particular, pre-primary staff agree to a lesser extent that staff can participate in the centres decision making.
- At pre-primary level, leaders engage frequently with parents or guardians through informal communication, especially in Chile, Iceland, Japan, Norway and Denmark (with low response rates). In Chile and Japan, formal communication is also frequent.
- While most leaders are satisfied overall with their jobs, they report relatively low levels of satisfaction with their salaries, in particular in Germany, Israel, Iceland and Japan, at pre-primary level.
Visualisations



- Staff in all countries report feeling more valued by the children they serve and their parents or guardians than by society in general. Although staff's satisfaction with their salaries is low, they report high levels of overall job satisfaction. In several countries, staff who feel that ECEC staff are more valued by society report more use of practices in the classroom or playroom adapted to individual children's development and interests.
- Lack of resources and having too many children in the classroom or playroom are major sources of work-related stress among ECEC staff. For centre leaders, a primary source of work-related stress is having too much administrative work associated with their job. Leaders also report that inadequate resources for the centre and staff shortages are the main barriers to effectiveness.
Visualisations



- Nine of ten ECEC centre leaders report receiving funds from public sources in the last 12 months in all countries excepted for Turkey (71%). On the other hand, more than 70% report receiving private funding in all countries excepted for Chile and Iceland (37% and 33%, respectively).
- Across all countries participating in the Starting Strong Survey, only in Turkey more than half of ECEC centres are co-located with a primary school. This is the case for only 30% of centres in Japan and for less than 10% of centres in Israel, Japan, Germany and Norway.
- Public management of centres ranges from more than 90% in Israel to less than 30% in Germany.
Visualisations



- ECEC staff training profiles respond to the diversity of children in ECEC settings. In many participating countries, the share of staff with training for working with children from diverse backgrounds is greater in pre-primary centres with a higher proportion of children from socio-economically disadvantaged homes or of dual language learners.
- Differences between centres in terms of the composition of children or availability of resources are only moderately associated with staff working conditions, which means that staff in more challenging centres are not systematically compensated with better working conditions. In Chile and Germany, staff in pre-primary centres with a more diverse population of children report more stress due to a lack of resources.
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 average. 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 2019 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.