Country
Data profiles:
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Financial literacy (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2017) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Teachers and teaching conditions (TALIS 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Profile View

Select first some countries to compare, choose the charts you wish to display and customise them.
Attainment
The level of below upper secondary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (6.4 %, rank 43/45 , 2020) Download Indicator
In Lithuania, 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. (28.3 %, rank 5/46 , 2020) Download Indicator
The level of below upper secondary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (4.1 %, rank 44/44 , 2020) Download Indicator
Attainment by gender
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. (68.1 %, rank 4/45 , 2020) Download Indicator
The share of 25-34 year-old women who attained below upper secondary education in Lithuania is one of the lowest among OECD and partner countries with available data. (4.5 %, rank 40/44 , 2020) Download Indicator
Participation in education
The enrolment rate of 6-14 year-olds in Lithuania is one of the highest among OECD and partner countries with available data. (100 %, rank 1/44 , 2019) Download Indicator
The enrolment rate among 15-19 year-olds in Lithuania is one of the highest among OECD and partner countries with available data. (93.3 %, rank 4/43 , 2019) Download Indicator
Graduation expectancy
Lithuania has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (46.8 %, rank 2/31 , 2019) Download Indicator
The proportion of young people expected to be first-time graduates from post-secondary non-tertiary education before turning 30 is one of the highest among OECD countries and partner economies with available data. (10.3 %, rank 5/24 , 2019) Download Indicator
Graduation
The percentage of first-time graduates in vocational programmes at upper secondary level is one of the lowest among OECD and partner countries with available data. (16.3 %, rank 34/36 , 2019) Download Indicator
In Lithuania, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively important . (100 %, rank 1/24 , 2019) Download Indicator
Graduation by gender
The share of female graduates from upper secondary vocational programmes is one of the smallest among OECD countries and partner economies with available data. (34.3 %, rank 36/39 , 2019) Download Indicator
In Lithuania, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively high. (60 %, rank 2/44 , 2019) Download Indicator
In Lithuania, the share of female doctoral graduates in the field of business, administration and law is relatively high. (72.2 %, rank 2/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively high in Lithuania. (49.3 %, rank 4/38 , 2019) Download Indicator
Graduation by age
In Lithuania, the average age of first-time tertiary graduates is relatively low. (23.9 Years, rank 25/28 , 2019) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in education is one of the lowest among OECD and partner countries. (7.7 %, rank 39/43 , 2019) Download Indicator
The percentage of tertiary graduates in the field of education is one of the lowest among OECD and partner countries with available data. (5.9 %, rank 40/44 , 2019) Download Indicator
In Lithuania, the proportion of upper secondary vocational graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (47.4 %, rank 4/34 , 2019) Download Indicator
In Lithuania, the proportion of upper secondary vocational graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 30/34 , 2019) Download Indicator
In Lithuania, the proportion of upper secondary vocational graduates in the field of services is one of the highest among OECD and partner countries with available data. (28.1 %, rank 3/34 , 2019) Download Indicator
Fields of education
In Lithuania, the percentage of new entrants to tertiary education in the field of education is relatively low. (3.3 %, rank 37/37 , 2019) Download Indicator
The percentage of students enrolled in the field of education among all national tertiary students in Lithuania is relatively low. (4.7 %, rank 31/34 , 2019) Download Indicator
In Lithuania,the share of male among new entrants in doctoral programmes enrolled in the field of natural sciences, mathematics ans statistics is relatively small. (37.9 %, rank 33/34 , 2019) Download Indicator
In Lithuania, the share of male among new entrants in doctoral programmes enrolled in the field of information and communication technologies is relatively small. (50 %, rank 32/32 , 2019) Download Indicator
Student mobility
In Lithuania, the proportion of international graduates among first-time doctorate graduates is relatively low. (3.1 %, rank 27/28 , 2019) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Lithuania is relatively high. (14.9 %, rank 5/33 , 2019) Download Indicator
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all international or foreign tertiary students in Lithuania is relatively low. (2.4 %, rank 32/33 , 2019) Download Indicator
In Lithuania, the percentage of international doctoral graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (0 %, rank 32/34 , 2019) Download Indicator
Adult learning
In Lithuania, the number of annual hours of participation of adults in formal and/or non-formal education and training is comparatively low (58 %, rank 24/26 , 2016) Download Indicator
In Lithuania, the number of annual hours of participation of adults with upper secondary or post-secondary education in formal and/or non-formal education and training is comparatively low (54 %, rank 24/26 , 2016) Download Indicator
In Lithuania, the number of annual hours of participation of adults with tertiary education in formal and/or non-formal education and training is comparatively low (60 %, rank 26/26 , 2016) Download Indicator
The annual training costs per participant are one of the lowest across OECD countries and partner countries. (935.5 %, rank 22/25 , 2015) Download Indicator
In enterprises of over 249 employed persons, the annual training costs per participant are relatively low in Lithuania. (852.5 %, rank 22/25 , 2015) Download Indicator
In Lithuania, the annual training costs as a share of total labour costs is relatively low compared to other OECD countries and partner countries. (1.1 %, rank 21/25 , 2015) Download Indicator
In enterprises of ver 249 employed persons, the annual training costs as a share of total labour costs is relatively low. (1.3 %, rank 22/25 , 2015) Download Indicator
Adult participation in non-formal education
In Lithuania, the proportion of employed adults participating in non-formal education and training is low compared to other OECD and partner countries. (33.4 %, rank 32/36 , 2016) Download Indicator
In Lithuania, the proportion of adults employed in enterprises of 1-9 persons and participating in non-formal education and training is low compared to other OECD and partner countries. (21.5 %, rank 32/36 , 2016) Download Indicator
In Lithuania, the proportion of adults employed in enterprises of over 249 persons and participating in non-formal education and training is low compared to other OECD and partner countries. (51.8 %, rank 32/35 , 2016) Download Indicator
In Lithuania, the proportion of adults employed in the private sector and participating in non-formal education and training is low compared to other OECD and partner countries. (28 %, rank 33/36 , 2016) Download Indicator
In Lithuania, the proportion of adults employed in the public sector and participating in non-formal education and training is low compared to other OECD and partner countries. (56.1 %, rank 32/36 , 2016) Download Indicator
The percentage of employed adults participating in job-related non-formal education and training sponsored by the employer is relatively low. (22.9 %, rank 34/36 , 2016) Download Indicator
In Lithuania, the proportion of adults employed in enterprises of 1-9 persons and participating in job-related non-formal education and training sponsored by the employer is low compared to other OECD and partner countries. (8.5 %, rank 34/36 , 2016) Download Indicator
In Lithuania, the proportion of adults employed in enterprises of over of 249 persons and participating in job-related non-formal education and training sponsored by the employer is low compared to other OECD and partner countries. (44.3 %, rank 32/34 , 2016) Download Indicator
In Lithuania, the proportion of adults employed in the private sector and participating in job-related non-formal education and training sponsored by the employer is relatively low. (19 %, rank 34/36 , 2016) Download Indicator
In Lithuania, the proportion of adults employed in the public sector and participating in job-related non-formal education and training sponsored by the employer is relatively low. (40.6 %, rank 34/36 , 2016) Download Indicator
The percentage of employed adults participating in non-job-related non-formal education and training not sponsored by the employer is relatively low in Lithuania. (1.5 %, rank 36/36 , 2016) Download Indicator
Lithuania had one of the smallest share of adults employed in the private sector and participating in non-job-related non-formal education and training not sponsored by the employer. (1.5 %, rank 36/36 , 2016) Download Indicator
In Lithuania, the number of annual hours of participation of adults in non-formal education and training is comparatively low (42 %, rank 33/36 , 2016) Download Indicator
In Lithuania, the number of annual hours of participation of adults with upper secondary or post-secondary education in non-formal education and training is comparatively low (35 %, rank 33/36 , 2016) Download Indicator
In Lithuania, the number of annual hours of participation of adults with tertiary education in non-formal education and training is comparatively low (45 %, rank 35/36 , 2016) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the lowest among OECD and partner countries with available data. (7641 USD Equivalent, rank 30/34 , 2018) Download Indicator
Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in Lithuania is comparatively low. (6258 USD Equivalent, rank 23/27 , 2018) Download Indicator
Expenditure per student for core educational services on tertiary education in Lithuania is comparatively low. (6636 USD Equivalent, rank 26/26 , 2018) Download Indicator
Expenditure per student for core educational services on primary to tertiary education in Lithuania is comparatively low. (6347 USD Equivalent, rank 22/24 , 2018) Download Indicator
The public expenditure on public educational institutions per full-time equivalent student at tertiary level is comparatively low in Lithuania. (7021 USD Equivalent, rank 33/36 , 2018) Download Indicator
Expenditure in education and national wealth
In Lithuania, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the lowest among OECD countries and partner economies. (3.4 %, rank 34/37 , 2018) Download Indicator
In Lithuania, expenditure on primary educational institutions as a percentage of GDP is comparatively low. (0.7 %, rank 34/36 , 2018) Download Indicator
In Lithuania, public and private expenditure on primary, secondary and post-secondary non-tertiary educational institutions as a percentage of GDP is comparatively low. (2.3 %, rank 37/37 , 2018) Download Indicator
In Lithuania, 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. (2.2 %, rank 39/40 , 2018) Download Indicator
In Lithuania, 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 37/40 , 2018) Download Indicator
In Lithuania, expenditure on educational institutions as a percentage of GDP for tertiary education is low compared to 2015. (72 Index, rank 30/32 , 2018) Download Indicator
In Lithuania, expenditure on educational institutions as a percentage of GDP for primary to tertiary education is low compared to 2015. (86 Index, rank 29/32 , 2018) Download Indicator
In Lithuania, international expenditure as a percentage of GDP on primary to post-secondary non-tertiary education from initial source of funds is relatively high. (0.1 %, rank 3/28 , 2018) Download Indicator
The average annual growth in the number of full-time equivalent student (2012 to 2018) at primary, secondary and post-secondary non-tertiary level is comparatively small in Lithuania. (-2.7 %, rank 36/37 , 2018) Download Indicator
In Lithuania, the public expenditure as a percentage of GDP from initial source of funds on primary to post-secondary non-tertiary level is low. (2.1 %, rank 25/26 , 2018) Download Indicator
In Lithuania, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0 USD Equivalent, rank 2/29 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student from primary to tertiary education is one of the smallest in Lithuania among OECD and partner countries with available data. (-3.1 %, rank 35/35 , 2018) Download Indicator
The public expenditure as a percentage of GDP from initial source of funds at primary to tertiary education is relatively low in Lithuania. (2.7 %, rank 25/25 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on primary to tertiary education in Lithuania is one of the smallest among OECD and partner countries with available data. (-1.4 %, rank 30/30 , 2018) Download Indicator
In Lithuania, international expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively large . (0.2 %, rank 3/30 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student in tertiary education is one of the smallest in Lithuania. (-4.2 %, rank 34/37 , 2018) Download Indicator
At tertiary level, the public expenditure as a percentage of GDP from initial source of funds is comparatively low in Lithuania. (0.6 %, rank 24/27 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on tertiary education in Lithuania is one of the lowest among OECD and partner countries with available data. (-4.6 %, rank 29/30 , 2018) Download Indicator
Public and private expenditure in education
Compared to 2015, the share of public expenditure on educational institutions as a percentage of total government expenditure, for primary to tertiary education is comparatively small. (89 Index, rank 33/36 , 2018) Download Indicator
In Lithuania, international expenditure from initial source of funds on primary, secondary and post-secondary non-tertiary education is relatively high. (4.8 %, rank 3/29 , 2018) Download Indicator
The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively large in Lithuania. (8.1 %, rank 3/29 , 2018) Download Indicator
The relative share of international expenditure on tertiary education from initial source of funds in Lithuania is one of the highest among OECD and partner countries with available data. (15.4 %, rank 3/29 , 2018) Download Indicator
Teachers
The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively high in Lithuania. (854 Hours, rank 5/32 , 2020) Download Indicator
The number of days of instruction in a school year in primary school is especially low. (173 Days, rank 28/32 , 2020) Download Indicator
The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively low in Lithuania. (640 Hours, rank 24/25 , 2020) Download Indicator
Who the teachers are
The share of women among teaching staff in primary education is one of the largest among OECD and partner countries with available data. (96.7 %, rank 2/44 , 2019) Download Indicator
The share of women among teaching staff in lower secondary education is one of the largest among OECD and partner countries with available data. (82.6 %, rank 3/40 , 2019) Download Indicator
The share of women among teaching staff in upper secondary education is one of the largest among OECD and partner countries with available data. (78.2 %, rank 2/42 , 2019) Download Indicator
The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the largest among OECD and partner countries with available data. (55.3 %, rank 1/32 , 2019) Download Indicator
The share of women among teaching staff in tertiary education is one of the largest among OECD and partner countries with available data. (55.3 %, rank 2/39 , 2019) Download Indicator
The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (81.9 %, rank 4/34 , 2019) Download Indicator
The percentage of primary teachers younger than 30 is especially low. (5 %, rank 36/38 , 2019) Download Indicator
The percentage of lower secondary teachers younger than 30 is especially low. (3.4 %, rank 32/35 , 2019) Download Indicator
The percentage of upper secondary teachers younger than 30 is especially low. (2.9 %, rank 34/37 , 2019) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially low. (3.7 %, rank 35/37 , 2019) Download Indicator
The percentage of primary teachers aged between 30 and 49 is especially low. (44.2 %, rank 36/38 , 2019) Download Indicator
The percentage of lower secondary teachers aged between 30 and 49 is especially low. (41.7 %, rank 33/35 , 2019) Download Indicator
The percentage of upper secondary teachers aged between 30 and 49 is especially low. (39.7 %, rank 35/37 , 2019) Download Indicator
The percentage of primary to upper secondary teachers aged between 30 and 49 is especially low. (41.9 %, rank 35/37 , 2019) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially high. (54.4 %, rank 2/37 , 2019) Download Indicator
The share of women among teaching staff in general upper secondary education in Lithuania is relatively large. (80.9 %, rank 2/32 , 2019) Download Indicator
In Lithuania, the share of women among teaching staff in vocational upper secondary education is one of the highest among OECD and partner countries with available data. (70.7 %, rank 3/30 , 2019) Download Indicator
Females aged 50 or more represent a large proportion of teachers in primary education in Lithuania. (97.8 %, rank 1/38 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in lower secondary education is especially high in Lithuania. (82.2 %, rank 4/35 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in upper secondary education is especially high in Lithuania. (78.4 %, rank 2/37 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in tertiary education is especially high in Lithuania. (53.3 %, rank 2/33 , 2019) Download Indicator
Teachers' salaries
The ratio of pre-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. (1.19 Ratio, rank 2/21 , 2020) Download Indicator
The ratio of lower secondary 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. (1.19 Ratio, rank 4/25 , 2020) Download Indicator
After 15 years of experience, an upper secondary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (39 USD Equivalent, rank 24/28 , 2020) Download Indicator
After 15 years of experience, a lower secondary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (39 USD Equivalent, rank 24/28 , 2020) Download Indicator
After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (26484 USD Equivalent, rank 24/27 , 2020) Download Indicator
Teachers' salaries progression
Salaries of primary school teachers with minimum training at the top of scale are especially low. (29290 USD Equivalent, rank 30/34 , 2020) Download Indicator
Salaries of upper secondary teachers with minimum training at the top of scale are especially low. (29290 USD Equivalent, rank 31/34 , 2020) Download Indicator
Salaries of pre-primary teachers with minimum training after 10 years of experience are especially low. (20957 USD Equivalent, rank 24/28 , 2020) Download Indicator
Salaries of pre-primary teachers with minimum training at the top of scale are especially low. (21808 USD Equivalent, rank 27/28 , 2020) Download Indicator
Ratio of student to teaching staff
The ratio of students to teaching staff at the upper secondary level is especially low. (9.4 Ratio, rank 39/42 , 2019) Download Indicator
In Lithuania, the number of students per teacher in general upper secondary education is one of the lowest among OECD and partner countries with available data. (9.3 Ratio, rank 31/33 , 2019) Download Indicator
In Lithuania, the number of students per teacher in public upper secondary education is one of the lowest among OECD and partner countries with available data. (9.4 Ratio, rank 38/42 , 2019) Download Indicator
Organisation of the education system
The average hours per year dedicated to compulsory instruction time for primary students in Lithuania is one of the lowest among OECD and partner countries with available data. (645 Hours, rank 34/37 , 2021) Download Indicator
In Lithuania, total intended instruction time for primary students is relatively short. (2794 Hours, rank 26/29 , 2021) Download Indicator
In Lithuania, total compulsory instruction time for lower secondary students is relatively long. (5003 Hours, rank 1/37 , 2021) Download Indicator
In Lithuania, total intended instruction time for lower secondary students is relatively long. (5715 Hours, rank 1/29 , 2021) Download Indicator
Class size
In Lithuania, classes in primary education are comparatively small. (17 Students, rank 29/32 , 2018) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with tertiary education is comparatively high. (89.9 %, rank 2/45 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is high compared to other OECD and partner countries. (89.2 %, rank 2/45 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is high compared to other OECD and partner countries. (99.4 %, rank 1/36 , 2020) Download Indicator
The employment rate among 25-34 year-olds with tertiary education is compartively high in Lithuania. (90.4 %, rank 3/44 , 2020) 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 Lithuania. (57 %, rank 40/43 , 2020) Download Indicator
The employment rate among 25-34 year-old women with tertiary education is compartively high in Lithuania. (89.9 %, rank 2/44 , 2020) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with below upper secondary education is comparatively high. (23.6 %, rank 5/42 , 2020) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is low in Lithuania. (5.4 %, rank 44/44 , 2020) Download Indicator
In Lithuania, the inactivity rate of 25-34 year-olds with general upper secondary or post-secondary non-tertiary education is relatively low. (13.2 %, rank 37/39 , 2020) Download Indicator
The employment rate among 25-34 year-old women with vocational upper secondary or a post-secondary non-tertiary education is comparatively high. (18.5 %, rank 4/33 , 2020) Download Indicator
Earnings and educational attainment
The earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (86 Index, rank 5/37 , 2019) Download Indicator
The proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high. (180 Index, rank 5/37 , 2019) Download Indicator
Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (167 Index, rank 5/34 , 2019) Download Indicator
The gap in average earnings between 25-64 year-old women with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the highest among OECD and partner countries with available data. (166 Index, rank 5/34 , 2019) Download Indicator
Earnings, gender and educational attainment
The earnings of women without an upper secondary education are relatively high compared to those of women with an upper secondary education. (95 Index, rank 2/37 , 2019) Download Indicator
Neither in education nor employed
The share of youth neither employed nor in education or training (15-19 year-olds) in Lithuania is relatively low. (2.3 %, rank 39/39 , 2020) Download Indicator
In Lithuania, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively small. (2.8 %, rank 36/38 , 2020) Download Indicator
In Lithuania, the percentage of women neither employed nor in education or training among 15-19 year-olds is relatively low. (1.8 %, rank 37/37 , 2020) Download Indicator
Social outcomes
The percentage of 25-64 year-olds with upper secondary or post-secondary non-tertiary education who believe they have a say in government is among the lowest across OECD and partner countries. (7.7 %, rank 28/28 , 2018) Download Indicator
In Lithuania, the proportion of adults without an upper secondary education who reported being interested in politics is high compared to other OECD and partner countries. (63.3 %, rank 4/25 , 2018) Download Indicator
In Lithuania, the proportion of adults who reported that the political system allows people like them to have a say in what the government does is low compared to other OECD and partner countries. (9.5 %, rank 28/28 , 2018) Download Indicator
In Lithuania, the proportion of adults without an upper secondary education who reported that the political system allows people like them to have a say in what the government does relatively is low. (5.5 %, rank 25/25 , 2018) Download Indicator
In Lithuania, the proportion of adults with a tertiary education who reported that the political system allows people like them to have a say in what the government does relatively is low. (15.6 %, rank 28/28 , 2018) Download Indicator
Participation in education by gender
The share of female students entering doctoral or equivalent programmes in Lithuania is one of the largest compared to other OECD countries and partner economies. (56.7 %, rank 3/42 , 2019) Download Indicator
Entrance
The proportion of youth (excluding international students) expected to enter bachelor's or equivalent programme before the age of 25 is comparatively high in Lithuania. (58 %, rank 5/32 , 2019) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
Visualisations



- In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
- Women also earn on average about 76-78% of mens salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
- Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
Visualisations



- On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
- The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
- In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
Visualisations



- In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
- Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
- In most countries, teachers above 50 years of age make up more than a third of the teaching force.
- Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
Visualisations



- On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
- There are 15 children for every teacher at pre-primary level on average across OECD countries.
- Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
Visualisations







All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.