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Japan
Overview of the education system (EAG 2024)
  • In all OECD member countries, women aged 25-34 are as likely or more likely than their male peers to have a tertiary qualification (54% compared to 41% on average across OECD countries). With a tertiary educational attainment rate of 69% for women and 62% for men, the gap is much narrower than the OECD average in Japan.
  • In most OECD countries, the large majority of children are enrolled in early childhood education one year before the start of primary education. In Japan, 98% of children in this age group are enrolled, compared with an OECD average of 96%.
  • Women are over-represented in tertiary education and the gap is widening in most countries. In Japan, 49% of new entrants to tertiary education are women, compared with an OECD average of 56%. As women are also more likely than men to complete tertiary education, the gap is even greater among graduates.
  • Across the OECD, a total of 6% of all tertiary students are internationally mobile in 2022. In Japan, the share is 5%, up from 3% in 2013.
  • The average annual expenditure per student from primary to tertiary education (including R&D) in Japan is USD 13 323 compared to an average of USD 14 209 in OECD countries. In most countries, expenditure increases by level of education. In Japan, spending per student is USD 9 928 in primary education, USD 12 444 in secondary education and USD 20 518 in tertiary education.
  • Japan spends 4.0% of its gross domestic product (GDP) on educational institutions at primary to tertiary levels (including R&D). This is less than the OECD average of 4.9% of GDP. On average across the OECD, the share of GDP dedicated to educational institutions (from primary to tertiary levels) has been broadly stable, with 4.9% in 2015 and 2021.
    • | Education at a Glance 2024 | Country note | Annexes from Education at a Glance 2024 | OECD Handbook for Internationally Comparative Education Statistics 2018 | OECD Education Policy Outlook: Japan | Monbukagakusho (Ministry of Education, Culture, Sports, Science and Technology-Japan [MEXT]) |
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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 tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (56 %, rank 2/47 , 2023) 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. (65.5 %, rank 3/46 , 2023) Download Indicator

    The level of tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (47.2 %, rank 2/46 , 2023) Download Indicator

    In Japan, the percentage of 25-64 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the highest among countries with available data. (34.8 %, rank 2/46 , 2023) Download Indicator

    The level of short-cycle tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (18 %, rank 3/33 , 2023) Download Indicator

    In Japan, 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. (47.5 %, rank 1/45 , 2023) 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. (54.3 %, rank 3/47 , 2023) 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. (57.7 %, rank 3/47 , 2023) 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. (62 %, rank 2/46 , 2023) 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. (69.1 %, rank 3/46 , 2023) Download Indicator

    In Japan, 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. (42.2 %, rank 1/46 , 2023) Download Indicator

    In Japan, the proportion of 25-34 year-old women who have attained a short cycle tertiary degree is one of the highest among OECD and partner countries with available data (24.4 %, rank 2/31 , 2023) Download Indicator

    Entrance

    The share of women among tertiary education new entrants is one of the smallest compared to OECD and partner countries with available data. (50.9 %, rank 31/33 , 2022) Download Indicator

    The share of female students entering bachelor's programmes in Japan is relatively small. (45.9 %, rank 40/40 , 2022) Download Indicator

    The share of female students entering doctoral or equivalent programmes in Japan is one of the smallest compared to other OECD countries and partner economies. (31.9 %, rank 38/38 , 2022) Download Indicator

    In Japan, the average age of new entrants in bachelor's programmes is one of the lowest among OECD and partner countries with available data. (18.6 Years, rank 40/40 , 2022) Download Indicator

    The average age of new entrants in tertiary education in Japan is comparatively young. (18.4 Years, rank 33/33 , 2022) Download Indicator

    In Japan, the average age of new entrants in master's programmes is one of the lowest among OECD and partner countries with available data. (23.4 Years, rank 40/40 , 2022) Download Indicator

    The proportion of women among the new entrants in master's programmes in Japan is relatively low compared to other OECD and partner countries. (35.6 %, rank 40/40 , 2022) Download Indicator

    In Japan, the share of first-time entrants in master's programmes is one of the lowest among OECD countries and partner economies with available data. (2.3 %, rank 21/23 , 2022) Download Indicator

    Entrance by field of education and gender

    The share of female who enter tertiary education in the field of social sciences, journalism and information is one of the smallest among OECD and partner countries with available data. (47.5 %, rank 39/39 , 2022) Download Indicator

    The share of female who enter tertiary education in the field of business, administration and law is one of the smallest among OECD and partner countries with available data. (37.3 %, rank 39/39 , 2022) Download Indicator

    The share of female who enter tertiary education in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (26.9 %, rank 39/39 , 2022) Download Indicator

    The share of female who enter tertiary education in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (16 %, rank 39/39 , 2022) Download Indicator

    The share of female who enter tertiary education in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (67.1 %, rank 39/39 , 2022) Download Indicator

    In Japan, the share of female among new entrants in doctoral programmes enrolled in the field of education is relatively small. (43.2 %, rank 35/35 , 2022) Download Indicator

    In Japan, the share of female among new entrants in doctoral programmes enrolled in the field of natural sciences, mathematics and statistics is relatively small. (21.2 %, rank 36/36 , 2022) Download Indicator

    The share of female among new entrants in doctoral programmes enrolled in the field of engineering, manufacturing and construction in Japan is relatively small. (17.1 %, rank 35/37 , 2022) Download Indicator

    In Japan, the share of female among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (34.5 %, rank 35/35 , 2022) Download Indicator

    In Japan, the share of women among new entrants in bachelor's programmes in the field of education is one of the smallest among OECD and partner countries with available data. (58.8 %, rank 40/40 , 2022) Download Indicator

    In Japan, the share of women among new entrants in bachelor's programmes in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (15.8 %, rank 40/40 , 2022) Download Indicator

    In Japan, the share of women among new entrants in bachelor's programmes in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (72.2 %, rank 36/40 , 2022) Download Indicator

    In Japan, the share of women among new entrants in bachelor's programmes in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (28.3 %, rank 40/40 , 2022) Download Indicator

    In Japan, the share of women among new entrants in bachelor's programmes in the field of science, technology, engineering and mathematics is one of the smallest among OECD and partner countries with available data. (17.9 %, rank 40/40 , 2022) Download Indicator

    The share of female students entering doctoral or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Japan is one of the smallest compared to other OECD countries and partner economies. (18.5 %, rank 37/37 , 2022) Download Indicator

    The share of female students entering master's or equivalent programmes in education in Japan is one of the smallest compared to other OECD countries and partner economies. (46.9 %, rank 39/39 , 2022) Download Indicator

    The share of female students entering master's or equivalent programmes in engineering, manufacturing and construction in Japan is one of the smallest compared to other OECD countries and partner economies. (14.2 %, rank 39/39 , 2022) Download Indicator

    The share of female students entering master's or equivalent programmes in health and welfare in Japan is one of the smallest compared to other OECD countries and partner economies. (52.7 %, rank 39/39 , 2022) Download Indicator

    The share of female students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Japan is one of the smallest compared to other OECD countries and partner economies. (25 %, rank 39/39 , 2022) Download Indicator

    The share of female students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Japan is one of the smallest compared to other OECD countries and partner economies. (16.6 %, rank 39/39 , 2022) Download Indicator

    The share of female in short-cycle tertiary programmes in the field of social sciences, journalism and information is one of the smallest among OECD countries and partner economies with available data. (37.4 %, rank 22/22 , 2022) 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. (31.6 %, rank 22/26 , 2022) Download Indicator

    Participation in education

    The enrolment rate of 6-14 year-olds in Japan is one of the highest among OECD and partner countries with available data. (100 %, rank 1/45 , 2022) Download Indicator

    The percentage of students in public tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (20.8 %, rank 40/44 , 2022) Download Indicator

    The percentage of students in independent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (79.2 %, rank 2/34 , 2022) Download Indicator

    The enrolment rate of students aged 18 in general upper secondary programmes in Japan is one of the lowest among OECD and partner countries with available data. (2.4 %, rank 43/44 , 2022) Download Indicator

    The enrolment rate of students aged 18 in vocational upper secondary programmes in Japan is one of the lowest among OECD and partner countries with available data. (0.2 %, rank 39/40 , 2022) Download Indicator

    The enrolment rate of students aged 19 in general upper secondary programmes in Japan is one of the lowest among OECD and partner countries with available data. (0.7 %, rank 41/44 , 2022) Download Indicator

    The enrolment rate of students aged 19 in post-secondary non-tertiary programmes in Japan is one of the lowest among OECD and partner countries with available data. (0 %, rank 30/32 , 2022) Download Indicator

    The enrolment rate of students aged 19 in vocational upper secondary programmes in Japan is one of the lowest among OECD and partner countries with available data. (0 %, rank 39/40 , 2022) Download Indicator

    In Japan, the percentage of students enrolled in private institutions at all early childhood education level is comparatively high. (79.4 %, rank 3/37 , 2022) Download Indicator

    In Japan, the percentage of students enrolled in private institutions at pre-primary level is comparatively high. (79.4 %, rank 3/43 , 2022) Download Indicator

    The share of upper secondary students enrolled in programmes giving full level completion without access to tertiary education in Japan is relatively low compared to the other countries. (1.3 %, rank 26/27 , 2022) Download Indicator

    The share of vocational students as a share of short-cycle tertiary students is among the smallest in all OECD and partner countries. (83.8 %, rank 31/34 , 2022) Download Indicator

    The percentage of five-year-olds in ECEC in Japan is one of the highest among OECD and partner countries with available data. (97.9 %, rank 5/40 , 2022) Download Indicator

    The percentage of six-year-olds in primary education in Japan is one of the highest among OECD and partner countries with available data. (100 %, rank 1/45 , 2022) Download Indicator

    Graduation

    In Japan, the average age of first-time tertiary graduates is relatively low. (22.1 Years, rank 33/33 , 2022) Download Indicator

    In Japan, the percentage of bachelor's or equivalent graduates in public institutions is one of the lowest among OECD and partner countries with available data. (21.2 %, rank 35/38 , 2022) Download Indicator

    The share of long first degree master's graduates in public institutions is relatively low in Japan. (33.1 %, rank 22/25 , 2022) Download Indicator

    The percentage of first-time master's graduates is relatively low in Japan. (2.5 %, rank 22/25 , 2022) Download Indicator

    The average age of bachelor's or equivalent graduates in Japan is among the youngest. (22.6 Years, rank 33/33 , 2022) Download Indicator

    The average age of master's or equivalent graduates in Japan is among the youngest. (25.2 Years, rank 20/24 , 2022) Download Indicator

    Graduation by gender

    Among OECD and partner countries with available data, Japan has one of the smallest shares of women graduates from tertiary programmes. (52 %, rank 31/34 , 2022) Download Indicator

    In Japan, the share of female first-time bachelor's graduates is one of the smallest among OECD countries and partner economies with available data. (47.4 %, rank 34/34 , 2022) Download Indicator

    In Japan, the share of female first-time master's graduates is relatively smallest, compared to OECD and partner countries with available data. (49 %, rank 24/24 , 2022) Download Indicator

    Graduation by field of education

    The percentage of tertiary graduates in the field of arts and humanities is one of the highest among OECD and partner countries with available data. (16 %, rank 3/42 , 2022) Download Indicator

    The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (18.3 %, rank 5/42 , 2022) Download Indicator

    The share of doctoral graduates in the field of sciences, journalism and information in Japan is relatively small. (3.5 %, rank 42/42 , 2022) Download Indicator

    The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Japan is relatively small. (12.3 %, rank 38/42 , 2022) Download Indicator

    The share of doctoral graduates in the field of health and welfare in Japan is relatively large. (41 %, rank 1/42 , 2022) Download Indicator

    In Japan, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of arts and humanities is one of the highest among OECD and partner countries with available data. (18 %, rank 2/45 , 2022) Download Indicator

    Graduation by field of education and gender

    The proportion of female tertiary graduates in the humanities and arts is one of the highest among OECD and partner countries. (21.6 %, rank 1/42 , 2022) Download Indicator

    The proportion of female tertiary graduates in social sciences, business and law is one of the lowest among OECD and partner countries. (15.7 %, rank 41/42 , 2022) Download Indicator

    In Japan, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively low. (23.1 %, rank 42/42 , 2022) Download Indicator

    In Japan, the share of female doctoral graduates in the field of business, administration and law is relatively low. (29.9 %, rank 39/41 , 2022) Download Indicator

    In Japan, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (18.3 %, rank 41/42 , 2022) Download Indicator

    In Japan, the share of female tertiary graduates in the field of sciences, technology, engineering and mathematics is one of the lowest among OECD and partner countries with available data. (7.7 %, rank 42/42 , 2022) Download Indicator

    In Japan, the share of female graduates in tertiary education in all fields is one of the smallest among OECD countries and partner economies with available data. (50.1 %, rank 42/42 , 2022) Download Indicator

    In Japan, the share of female graduates in tertiary education in the fields of social sciences, journalism and information is one of the smallest among OECD countries and partner economies with available data. (48.1 %, rank 42/42 , 2022) Download Indicator

    In Japan, the share of female graduates in tertiary education in the fields of business, administration and law is one of the smallest among OECD countries and partner economies with available data. (38.3 %, rank 42/42 , 2022) Download Indicator

    In Japan, the share of female graduates in tertiary education in the fields of natural sciences, mathematics and statistics is one of the smallest among OECD countries and partner economies with available data. (27.7 %, rank 42/42 , 2022) Download Indicator

    In Japan, the share of female graduates in tertiary education in the fields of science, technology, engineering and mathematics is one of the smallest among OECD countries and partner economies with available data. (18 %, rank 42/42 , 2022) Download Indicator

    In Japan, the share of female graduates in tertiary education in the fields of engineering, manufacturing and construction is one of the smallest among OECD countries and partner economies with available data. (16.4 %, rank 42/42 , 2022) Download Indicator

    In Japan, the share of female graduates in tertiary education in the fields of agriculture, forestry, fisheries and veterinary is one of the smallest among OECD countries and partner economies with available data. (42.7 %, rank 38/42 , 2022) Download Indicator

    In Japan, the share of female graduates in tertiary education in the fields of health and welfare is one of the smallest among OECD countries and partner economies with available data. (67.7 %, rank 40/42 , 2022) Download Indicator

    Fields of education

    In Japan, the percentage of new entrants to doctoral programmes in the field of business, administration and law is relatively low, compared to other countries with available data. (3.9 %, rank 33/37 , 2022) Download Indicator

    In Japan, the percentage of new entrants to doctoral programmes in the field of health and welfare is relatively high, compared to other countries with available data. (44.8 %, rank 1/37 , 2022) Download Indicator

    In Japan, the percentage of new entrants to doctoral programmes in the field of social sciences, journalism and information is relatively low, compared to other countries with available data. (2.6 %, rank 36/37 , 2022) Download Indicator

    In Japan, the share of new entrants in social sciences, journalism and information master's programmes is relatively low, compared to OECD and partner countries with available data. (2.9 %, rank 39/39 , 2022) Download Indicator

    In Japan, the proportion of new entrants in business, administration and law master's programmes is relatively low, compared to OECD and partner countries with available data. (9.6 %, rank 39/39 , 2022) Download Indicator

    The percentage of new entrants in Science, technology, engineering and mathematics bachelor's programmes is relatively low in Japan among countries with available data. (18.8 %, rank 39/40 , 2022) Download Indicator

    In Japan, the percentage of new entrants in Services master's programmes is comparatively low among OECD and partner countries with available data. (0.4 %, rank 35/39 , 2022) Download Indicator

    Student mobility

    The percentage of international students entering bachelor's programmes is relatively low. (2.3 %, rank 31/35 , 2022) Download Indicator

    The percentage of national tertiary students enrolled abroad in Japan is relatively low. (0.8 %, rank 37/41 , 2022) Download Indicator

    In Japan, the number of international or foreign students per national student abroad is one of the highest among OECD and partner countries with available data. (7 Students, rank 5/41 , 2022) Download Indicator

    In Japan, international or foreign students from Asia are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (96.1 %, rank 1/43 , 2022) Download Indicator

    In Japan, international or foreign students from Europe are least represented among all international or foreign students, compared to other OECD and partner countries with available data. (1.6 %, rank 43/43 , 2022) Download Indicator

    In Japan, the percentage of international or foreign students coming from neighbouring countries is comparatively high . (56 Students, rank 5/40 , 2022) Download Indicator

    Student mobility by field of education

    In Japan, the share of international and foreign students among all students in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (0.9 %, rank 37/39 , 2022) Download Indicator

    In Japan, the percentage of international doctoral graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (40.1 %, rank 1/38 , 2022) Download Indicator

    Expenditure in education and national wealth

    In Japan, international 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 high. (0 %, rank 4/33 , 2021) Download Indicator

    In Japan, public expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively low. (2.9 %, rank 39/41 , 2021) Download Indicator

    In Japan, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (1.1 %, rank 5/36 , 2021) Download Indicator

    Government 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. (63.4 %, rank 3/37 , 2021) Download Indicator

    The share of public expenditure on tertiary educational institutions is one of the smallest among OECD and partner countries with available data. (1.6 %, rank 41/43 , 2021) Download Indicator

    Japan has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (26.8 %, rank 4/36 , 2021) Download Indicator

    In Japan, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively low. (7.1 %, rank 40/42 , 2021) Download Indicator

    In Japan, total public expenditure on secondary educational institutions as a percentage of total public expenditure is comparatively low. (1.5 %, rank 39/42 , 2021) Download Indicator

    In Japan, international expenditure on educational institutions as a percentage of total expenditure on tertiary education is relatively low. (0 %, rank 27/31 , 2021) Download Indicator

    In Japan, international expenditure on educational institutions as a percentage of total expenditure on primary to tertiary education is relatively low. (0 %, rank 27/31 , 2021) Download Indicator

    The share of public expenditure on educational institutions, for tertiary education is comparatively small in Japan. (36.6 %, rank 35/37 , 2021) Download Indicator

    In Japan, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (73.2 %, rank 33/36 , 2021) Download Indicator

    Nature of expenditure

    In Japan, the share of current expenditure on primary education is one of the smallest among OECD and partner countries with available data. (87 %, rank 29/33 , 2021) Download Indicator

    In Japan, the share of capital expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (12.4 %, rank 5/33 , 2021) Download Indicator

    In Japan, the share of capital expenditure on primary through tertiary is one of the largest among OECD and partner countries with available data. (12.5 %, rank 5/33 , 2021) Download Indicator

    In Japan, the share of current expenditure on secondary education is one of the smallest among OECD and partner countries with available data. (88 %, rank 27/31 , 2021) Download Indicator

    In Japan, the share of capital expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (12.6 %, rank 5/34 , 2021) Download Indicator

    In Japan, the share of current expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (87.4 %, rank 30/34 , 2021) Download Indicator

    Teachers

    The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively low in Japan. (606 Hours, rank 22/24 , 2023) Download Indicator

    The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively low in Japan. (507 Hours, rank 21/23 , 2023) Download Indicator

    The number of days of instruction in a school year in lower secondary public school is especially high. (202 Days, rank 1/36 , 2023) Download Indicator

    Who the teachers are

    The share of women among teaching staff in primary education is one of the smallest among OECD and partner countries with available data. (63.9 %, rank 43/45 , 2022) Download Indicator

    The share of women among teaching staff in lower secondary education is one of the smallest among OECD and partner countries with available data. (43.5 %, rank 42/42 , 2022) Download Indicator

    The share of women among teaching staff in upper secondary education is one of the smallest among OECD and partner countries with available data. (31.7 %, rank 43/43 , 2022) Download Indicator

    The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the smallest among OECD and partner countries with available data. (24.5 %, rank 38/38 , 2022) Download Indicator

    The share of women among teaching staff in tertiary education is one of the smallest among OECD and partner countries with available data. (29.8 %, rank 44/44 , 2022) Download Indicator

    The share of women among teaching staff is one of the smallest among OECD and partner countries with available data. (48.8 %, rank 37/37 , 2022) Download Indicator

    The percentage of primary to upper secondary teachers younger than 30 is especially high. (18.3 %, rank 3/40 , 2022) Download Indicator

    The percentage of female teachers younger than 30 in primary education is especially low in Japan. (62.8 %, rank 40/41 , 2022) Download Indicator

    The percentage of female teachers under 30 in lower secondary education is especially low in Japan. (43.9 %, rank 37/38 , 2022) Download Indicator

    Females under 30 represent a small proportion of teachers in upper secondary education in Japan. (37.1 %, rank 39/39 , 2022) Download Indicator

    In Japan, the share of female teachers younger than 30 in tertiary education is relatively small . (45.2 %, rank 34/38 , 2022) Download Indicator

    Females aged 50 or more represent a small proportion of teachers in primary education in Japan. (67.8 %, rank 39/41 , 2022) Download Indicator

    The percentage of female teachers aged 50 or more in lower secondary education is especially low in Japan. (42.6 %, rank 38/38 , 2022) Download Indicator

    The percentage of female teachers aged 50 or more in upper secondary education is especially low in Japan. (25.2 %, rank 39/39 , 2022) Download Indicator

    The percentage of female teachers aged 50 or more in tertiary education is especially low in Japan. (26.8 %, rank 38/38 , 2022) Download Indicator

    In Japan, the share of bachelor's, master's and doctoral level teachers younger than 30 is relatively low, compared to other countries with data available. (1.6 %, rank 31/34 , 2022) Download Indicator

    In Japan, the share of tertiary teachers younger than 30 is relatively low, compared to other countries with data available. (2.4 %, rank 32/36 , 2022) Download Indicator

    In Japan, the share of bachelor's, master's and doctoral level female teachers younger than 30 is relatively low, compared to other countries with data available. (34.6 %, rank 36/36 , 2022) Download Indicator

    In Japan, the share of bachelor's, master's and doctoral level female teachers older than 50 is relatively low, compared to other countries with data available. (21.8 %, rank 36/36 , 2022) Download Indicator

    The percentage of teachers aged 50 or more in pre-primary education is especially low in Japan (11.2 %, rank 35/37 , 2022) Download Indicator

    In Japan, the percentage of teachers under 30 in pre-primary education is one of the highest among OECD and partner countries with available data. (48.8 %, rank 1/37 , 2022) Download Indicator

    In Japan, the percentage of teachers aged between 30 and 49 in pre-primary education is one of the lowest among OECD and partner countries with available data. (40 %, rank 37/37 , 2022) Download Indicator

    Teachers' salaries progression

    The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the most rewarding among OECD and partner countries with available data. (2.01 Ratio, rank 4/34 , 2023) Download Indicator

    In primary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively low. (1.11 Ratio, rank 28/30 , 2023) Download Indicator

    In lower secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively low. (1.11 Ratio, rank 29/31 , 2023) Download Indicator

    In upper secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is relatively low. (1.14 Ratio, rank 27/29 , 2023) Download Indicator

    Ratio of student to teaching staff

    In Japan, the share of teachers' aides among contact staff in pre-primary education is one of the lowest among OECD and partner countries with available data. (9.9 Ratio, rank 16/18 , 2022) Download Indicator

    Organisation of the education system

    Classes in public primary institutions are comparatively large in Japan. (27 Students, rank 2/38 , 2022) Download Indicator

    Classes in in private primary institutions are comparatively large in Japan. (28 Students, rank 2/36 , 2022) Download Indicator

    Classes in lower secondary public institutions are comparatively large in Japan. (32 Students, rank 1/37 , 2022) Download Indicator

    Classes in lower secondary private institutions are comparatively large in Japan. (33 Students, rank 1/36 , 2022) Download Indicator

    In independent private institutions at lower secondary level, classes are one of the largest in Japan among OECD and partner countries with available data. (33 Students, rank 1/23 , 2022) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 25-64 year-old men with tertiary education is comparatively high. (94.3 %, rank 5/46 , 2023) Download Indicator

    Inactivity by gender and educational attainment

    In Japan, the inactivity rate of 25-64 year-old men with tertiary education is relatively low. (3.7 %, rank 44/46 , 2023) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
                        
    
                            
    
                                
    • Educational and labour-market outcomes for young adults at risk of falling behind have improved. Since 2016, the share of 18-24 year-olds not in employment, education or training has fallen from 16% to 14% on average across the OECD. At the same time, the share of 25-34 year-olds without an upper secondary qualification has decreased from 17% to 14%.

    • Job opportunities have also improved: the employment rate among 25-34 year-olds without an upper secondary qualification has risen from 59% to 61%, and for those with upper secondary or post-secondary non-tertiary attainment, it has increased from 76% to 79%.

    • Educational outcomes are transmitted across generations. Inequalities start early and persist through all stages of the education system. In countries with available data, children from low-income families are on average 18 percentage points less likely to be enrolled in early childhood education and care before the age of 3.

    • Students who start an upper secondary programme are 19 percentage points less likely to successfully complete their studies if their parents have not attained upper secondary education than their peers with parents who have a tertiary qualification, and this gap is 13 percentage points for those starting a bachelor’s programmes.

    • These disadvantages result in very different levels of educational attainment. While 72% of adults who have at least one parent with a tertiary qualification have also obtained a tertiary qualification, only 19% of those whose parents have not completed upper secondary education have tertiary attainment.

    • Public expenditure on early childhood education measured as a share of gross domestic product (GDP) increased by 9% between 2015 and 2021, significantly more than for other levels of education. Enrolment rates in early childhood education have also continued to rise across all age groups. On average across the OECD, 83% of children aged 3-5 are enrolled in pre-primary education, up from 79% in 2013.
    
                            
    
                            
    
                                | Equity in education and on the labour market | Education policies: Equity | Education policies: Gender | Education policies: Socio-economic status | Education policies: Migrant background | 
    
                            
    
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    • 	In almost all countries with available data, the share of younger adults (25-34 year-olds) without an upper secondary qualification has fallen since 2016 and for Costa Rica, Mexico, Portugal and Türkiye these declines have been in double digits in percentage-point terms. This means many more younger adults will have the opportunity to succeed in the labour market.

    • 	On average across OECD countries, the share of women with at least a bachelor's or equivalent degree has almost doubled in a generation: going from 24% among 55-64 year-olds to 47% among 25-34 year-olds, reflecting a substantial increase in educational attainment.

    • 	In most OECD countries, the share of 18-24 year-olds who are neither employed nor in formal education or training (NEET) has decreased between 2016 and 2023. Costa Rica and Lithuania are exceptions, having experienced a rise above 3 percentage points in the share over this period.

    • 	Employment rates for younger adults (25-34 year-olds) slightly improved in most countries between 2016 and 2023, irrespective of their educational attainment level. However, the gap in employment rates between younger adults with below upper secondary attainment and those with tertiary attainment has widened in more than half of OECD, partner and/or accession countries with comparable data for both years.

    • 	In OECD countries, workers who have not attained upper secondary education earn, on average, 18% less than those who have attained this level of education. Meanwhile, workers with a tertiary education earn, on average, 56% more than those with only an upper secondary education.
    
                            
    
                            
    
                                | Education policies: Attainment | Education policies: Labour market outcomes | 
    
                            
    
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    • 	Most children aged 3 to 5 (84%) attend early childhood education (ECE) programmes across the OECD, yet only 32% of those aged 0 to 2 are enrolled in early childhood educational development programmes (ISCED 01) on average. Younger children from low-income families are least likely to attend these programmes, despite being likely to benefit the most.

    • 	Since 2013, 12 countries have extended the length of compulsory education at either pre-primary or upper secondary level. As enrolment rates in the years before and after compulsory education are already generally high, these measures often aim to increase enrolment among disadvantaged groups, where rates are lower.

    • 	The vast majority of primary students are enrolled in public institutions, averaging 85% across OECD countries. In some countries, government-dependent private institutions are prevalent, which often function in similar ways to public institutions.

    • 	Gender disparities at the upper secondary level affect students’ pathways in the labour market and higher education. On average, 51% of graduates from upper secondary general programmes are female, but in vocational programmes female only make up 46% of graduates.

    • 	Family background strongly influences success in upper secondary education. In all countries with available data, students whose parents have lower educational attainment have substantially lower completion rates than students with a tertiary-educated parent. Completion rates for students with immigrant backgrounds are also lower than for non-immigrant students.

    • 	On average, women are over-represented in tertiary education, but they remain under-represented in some fields. Only 15% of female new entrants at tertiary level choose a science, technology, engineering or mathematics (STEM) field, compared to 41% of male new entrants. In contrast, only 4% of male entrants opted for the field of education and 8% for health and welfare, shares which have not changed since 2015.
    
                            
    
                            
    
                                | Education policies: Access and Participation  | 
    
                            
    
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    • 	Expenditure per student increases with the educational level in nearly all OECD countries, although by how much varies substantially among countries. On average, expenditure per student amounts to about USD 11 900 at primary level, USD 13 300 at secondary level and USD 20 500 at tertiary level.

    • 	OECD countries spend, on average, the equivalent of 4.9% of their gross domestic product (GDP) (over USD 3.5 trillion in total) on educational institutions from primary to tertiary levels (including tertiary research and development). Iceland, Israel, Norway and the United Kingdom invest over 6% of their national output into education.

    • 	Private sources play a much more important role in funding tertiary education, relative to government sources, than at lower levels. On average, private sources of funding amount to 0.3% of GDP for primary to post-secondary non-tertiary institutions, with a similar percentage for tertiary institutions. In contrast, government funding amounts to 3.2% of GDP for primary to post-secondary non-tertiary institutions, well above the 1.0% of GDP that governments spend on tertiary institutions.

    • 	On average, across OECD countries, the government is the primary source of funding for both public and private primary schools. For public institutions, the government covers nearly all expenditure, amounting to about USD 11 900 per student, while it accounts for less than 60% of the costs for private ones, roughly USD 7 900 per student, on average. However, these figure vary considerably across countries. 

    • 	Tuition fees for bachelor's degrees vary considerably from country to country. In one-third of the countries and other participants with data, public institutions either offer tuition-free education to national students or charge less than USD 1 100 per year in fees. In another third of countries, annual tuition fees are relatively modest, averaging between USD 1 400 and USD 3 100 per student. In the remaining countries, fees are considerably higher, exceeding USD 4 500 per year.
    
                            
    
                            
    
                                | Education policies: Finance and Funding | 
    
                            
    
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    • 	Between 2013 and 2022, the ratio of children to teaching staff at pre-primary level fell across most countries, from 16:1 to 15:1 on average in OECD countries, due to fewer enrolled children and more teachers. In some countries, however, the ratio has increased due to rising child enrolment and teacher shortages.

    • 	In most OECD countries, the salaries of teachers increase with the level of education they teach. On average across OECD countries and other participants, the salaries of teachers with the most prevalent qualifications with 15 years of experience range from USD 52 631 at pre-primary level to USD 60 803 at upper secondary level.

    • 	Between 2015 and 2023, the statutory salaries of teachers at primary and secondary levels increased by 28-29% in nominal terms on average across OECD countries. When adjusted for changes in prices, the rise in real salaries was much smaller, at 4-5%.

    • 	Based on official regulations or agreements, teachers in public schools in OECD countries and other participants are required to teach on average 1 007 hours per year at pre-primary level, 773 hours at primary level, 706 hours at lower secondary level (general programmes) and 679 hours at upper secondary level (general programmes). 

    • 	Of the 21 countries with available data, 18 reported that they faced teacher shortages at the start of the 2022/23 academic year, with only Greece, Korea and Türkiye not reporting any shortages.

    • 	The ageing of the teaching workforce is more pronounced in secondary schools than in primary education. On average across OECD countries, the share of older teachers (aged 50 and over) increases with the education level: from 34% in primary education to 36% in lower secondary and 41% in upper secondary education.
    
                            
    
                            
    
                                | Education policies: Teachers | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | 
    
                            
    
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				Key
            
    
            Diagram of funding flows - Japan
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
				Key
            
    
            Country Reviews for Japan
            
    
            
    
			
    
        
    
		
              
              
              
              
              
              
              
        
    
            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.