Explore the OECD's reports or draw from a wide variety of education indicators and data to construct your own, customised country reports, highlighting the facts, developments and outcomes of your choice.

Country

Data profiles:


Latvia
Overview of the education system (EAG 2023)
  • In Latvia, 35% of 15-19 year-olds are enrolled in general upper secondary education and 24% in vocational upper secondary education. A further 24% are enrolled in lower secondary programmes and 7% in tertiary programmes. This compares to an OECD average of 37% enrolled in general upper secondary programmes, 23% in vocational upper secondary programmes, 12% in lower secondary programmes and 12% in tertiary programmes.
  • In Latvia,29% of 25-34 year-olds have a vocational education and training (VET) qualification as their highest level of attainment: 13% at upper secondary level and 7% at post-secondary non-tertiary level and 8% at short-cycle tertiary level.
  • Although an upper secondary qualification is often the minimum attainment needed for successful labour-market participation,11% of 25-34 year-olds in Latvia have not attained an upper secondary qualification, lower than the OECD average (14%).
  • Workers in Latvia aged 25-34 with vocational upper secondary or post-secondary non-tertiary attainment earn 16% more than those without upper secondary attainment, whereas the earning advantage for workers with general upper secondary attainment is 39%.
  • In Latvia,25-34 year-old workers with bachelor's attainment earn 81% more than their peers without upper secondary attainment, while those with master's or doctoral attainment earn 177% more.
  • Across all levels from primary to tertiary education, Latvia spends USD 8 907 annually per full-time equivalent student (adjusted for purchasing power and including expenditure on research and development), compared to the OECD average of USD 12 647.
  • In Latvia,57% of teachers in general upper secondary programmes are aged 50 or older, compared to the OECD average of 39%.Teachers in vocational programmes are on average younger than their general programme peers, with 53% aged 50 or above (43% on average across the OECD).
    • | Education at a Glance 2023 | Country Note | Annexes from Education at a Glance 2023 | OECD Handbook for Internationally Comparative Education Statistics 2018 | Ministry of Education and Science | OECD Education Policy Outlook: Latvia |
    Profile View

    Select first some countries to compare, choose the charts you wish to display and customise them.

    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.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    Attainment by gender

    The share of 55-64 year-old women who attained below upper secondary education in Latvia is one of the lowest among OECD and partner countries with available data. (5.6 %, rank 42/44 , 2022) Download Indicator

    Latvia has one of the largest share of women among 55-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (51.8 %, rank 5/36 , 2022) Download Indicator

    Attainment by field of education

    The percentage of 25-64 year-olds with tertiary education who studied in the field of arts is one of the lowest among OECD countries and partner economies with available data. (2.2 %, rank 15/18 , 2021) Download Indicator

    The percentage of 25-64 year-olds with tertiary education who studied in the field of health (nursing and associate health fields) is one of the lowest among OECD countries and partner economies with available data. (1.1 %, rank 14/14 , 2021) Download Indicator

    The percentage of 25-64 year-olds with tertiary education who studied in the field of health and welfare is one of the lowest among OECD countries and partner economies with available data. (7.2 %, rank 30/31 , 2021) Download Indicator

    Entrance

    The share of female students entering bachelor's programmes in Latvia is relatively small. (50 %, rank 36/39 , 2021) Download Indicator

    In Latvia, the proportion of first-time entrants into doctorate's or equivalent programmes before the age of 30 is one of the smallest among OECD and partner countries with available data. (38.5 %, rank 35/38 , 2021) Download Indicator

    Entrance by field of education and gender

    In Latvia, the share of men 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. (12.7 %, rank 38/39 , 2021) Download Indicator

    The share of male students entering master's or equivalent programmes in education in Latvia is one of the smallest compared to other OECD countries and partner economies. (11.8 %, rank 37/39 , 2021) Download Indicator

    The share of male students entering short-cycle tertiary programmes in education in Latvia is one of the smallest compared to other OECD countries and partner economies. (1 %, rank 23/23 , 2021) Download Indicator

    The share of male students entering short-cycle tertiary programmes in health and welfare in Latvia is one of the smallest compared to other OECD countries and partner economies. (11.8 %, rank 26/29 , 2021) Download Indicator

    Participation in education

    The percentage of students in public tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (7.5 %, rank 43/43 , 2021) Download Indicator

    The percentage of students in government-dependent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (69.5 %, rank 3/24 , 2021) Download Indicator

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

    Latvia has one of the smallest shares of lower secondary students enrolled in vocational programmes. (0.2 %, rank 20/23 , 2021) Download Indicator

    In Latvia, the share of lower secondary vocational students among vocational students is relatively low compared to other OECD and partner countries. (0.3 %, rank 18/18 , 2021) Download Indicator

    In Latvia, the share of upper secondary students enrolled in programmes giving partial completion or insufficient for completion is relatively low compared to the other countries. (2.9 %, rank 14/16 , 2021) Download Indicator

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

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

    (100 %, rank 1/16 , 2021) Download Indicator

    The share of vocational students as a share of short-cycle tertiary students is among the largest in all OECD and partner countries. (100 %, rank 1/33 , 2021) Download Indicator

    Latvia has a share of short-cycle tertiary students enrolled in programmes giving full level completion with access to tertiary education that is higher than other OECD and partner countries; (100 %, rank 1/32 , 2021) Download Indicator

    (100 %, rank 1/9 , 2021) Download Indicator

    The percentage of six-year-olds in primary education in Latvia is one of the lowest among OECD and partner countries with available data. (4.2 %, rank 41/45 , 2021) Download Indicator

    The share of female students enrolled in lower secondary vocational programmes is one of the lowest among OECD countries and partner economies with available data. (30.7 %, rank 20/22 , 2021) Download Indicator

    The share of female students enrolled in short-cycle tertiary programmes is one of the largest among OECD countries and partner economies with available data. (63.4 %, rank 4/33 , 2021) Download Indicator

    Graduation

    The share of tertiary graduates younger than 30-years-old is one of the smallest among countries with available data. (67.4 %, rank 33/33 , 2021) Download Indicator

    In Latvia, the percentage of first-time short-cycle tertiary graduates younger than 30 is relatively low. (50 %, rank 25/29 , 2021) Download Indicator

    In Latvia, the percentage of first-time bachelor's graduates younger than 30 is relatively low. (74.8 %, rank 32/36 , 2021) Download Indicator

    The average age of short-cycle tertiary graduates in Latvia is among the oldest. (31.6 Years, rank 4/26 , 2021) Download Indicator

    Graduation by gender

    Among OECD and partner countries with available data, Latvia has one of the largest shares of women graduates from tertiary programmes. (65.7 %, rank 1/34 , 2021) Download Indicator

    The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Latvia is relatively high. (70.5 %, rank 3/27 , 2021) Download Indicator

    In Latvia, the share of female first-time graduates in short-cycle tertiary programmes is one of the largest among OECD countries and partner economies with available data. (71.2 %, rank 2/28 , 2021) Download Indicator

    In Latvia, the share of female first-time bachelor's graduates is one of the largest among OECD countries and partner economies with available data. (62.9 %, rank 4/34 , 2021) Download Indicator

    In Latvia, the share of female first-time master's graduates is relatively largest, compared to OECD and partner countries with available data. (68.3 %, rank 4/25 , 2021) Download Indicator

    Graduation by field of education

    The share of doctoral graduates in the field of education in Latvia is relatively small. (0 %, rank 43/44 , 2021) Download Indicator

    The share of doctoral graduates in the field of arts and humaties in Latvia is relatively small. (6 %, rank 42/44 , 2021) Download Indicator

    The share of doctoral graduates in the field of business, administration and law in Latvia is relatively large. (16.1 %, rank 3/44 , 2021) Download Indicator

    In Latvia, 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 %, rank 33/36 , 2021) Download Indicator

    In Latvia, the share of short-cycle tertiary vocational graduates in the field of arts and humanities is relatively low compared to other OECD countries and partner economies with available data. (0.8 %, rank 34/37 , 2021) Download Indicator

    In Latvia, the share of short-cycle tertiary vocational graduates in the field of health and welfare is relatively high compared to other OECD countries and partner economies with available data. (32.8 %, rank 5/37 , 2021) Download Indicator

    Graduation by field of education and gender

    The share of male tertiary graduates in the field of education is relatively low in Latvia. (2.2 %, rank 40/44 , 2021) Download Indicator

    In Latvia, the share of female graduates in tertiary education in all fields is one of the largest among OECD countries and partner economies with available data. (64.8 %, rank 3/45 , 2021) Download Indicator

    In Latvia, the share of female graduates in tertiary education in the field of education is one of the largest among OECD countries and partner economies with available data. (91.3 %, rank 2/44 , 2021) Download Indicator

    In Latvia, the share of female graduates in tertiary education in the fields of arts and humanities is one of the largest among OECD countries and partner economies with available data. (76.9 %, rank 1/44 , 2021) Download Indicator

    In Latvia, the share of female graduates in tertiary education in the fields of social sciences, journalism and information is one of the largest among OECD countries and partner economies with available data. (75.7 %, rank 2/44 , 2021) Download Indicator

    In Latvia, the share of female graduates in tertiary education in the fields of business, administration and law is one of the largest among OECD countries and partner economies with available data. (65.7 %, rank 4/44 , 2021) Download Indicator

    In Latvia, the share of female graduates in tertiary education in the fields of health and welfare is one of the largest among OECD countries and partner economies with available data. (84.5 %, rank 4/44 , 2021) Download Indicator

    Completion rates

    A relatively low share of upper secondary students complete their studies up to two years later than the theoretical programme duration. (76.6 %, rank 19/21 , 2021) Download Indicator

    A relatively low share of students in upper secondary general programmes complete their studies up to two years later than the theoretical programme duration. (78.9 %, rank 19/21 , 2021) Download Indicator

    Fields of education

    In Latvia, the percentage of new entrants to tertiary education in the field of arts and humanities is relatively low. (6.8 %, rank 35/39 , 2021) Download Indicator

    The percentage of students enrolled in the field of services among all national tertiary students in Latvia is relatively low. (0 %, rank 39/40 , 2021) Download Indicator

    In Latvia, the share of new entrants in short-cycle tertiary programmes in the field of arts and humanities is relatively small. (0.9 %, rank 31/33 , 2021) Download Indicator

    In Latvia, the percentage of new entrants to doctoral programmes in the field of business, administration and law is relatively high, compared to other countries with available data. (26.1 %, rank 1/37 , 2021) Download Indicator

    In Latvia, the proportion of new entrants in natural sciences, mathematics and statistics master's programmes is relatively low, compared to OECD and partner countries with available data. (3 %, rank 36/39 , 2021) Download Indicator

    In Latvia, the share of new entrants in health and welfare bachelor's programmes is relatively low, compared to other countries with available data. (6.8 %, rank 35/39 , 2021) Download Indicator

    Student mobility

    In Latvia, the proportion of international or foreign students enrolled in master's programmes is one of the largest among OECD and partner countries with available data. (27.2 %, rank 5/41 , 2021) Download Indicator

    Student mobility by field of education

    The percentage of students enrolled in the field of education among all international or foreign tertiary students in Latvia is relatively low. (0.6 %, rank 34/36 , 2021) Download Indicator

    The percentage of students enrolled in the field of arts and humanities among all international or foreign tertiary students in Latvia is relatively low. (2.5 %, rank 36/36 , 2021) Download Indicator

    The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Latvia is relatively low. (4.4 %, rank 34/36 , 2021) Download Indicator

    The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Latvia is relatively high. (38.1 %, rank 2/36 , 2021) Download Indicator

    The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all international or foreign tertiary students in Latvia is relatively low. (0.5 %, rank 36/36 , 2021) Download Indicator

    The percentage of students enrolled in the field of services among all international or foreign tertiary students in Latvia is relatively low. (0 %, rank 39/40 , 2021) Download Indicator

    In Latvia, the share of international and foreign students among all students in the field of education is one of the smallest among OECD and partner countries with available data. (0.7 %, rank 35/39 , 2021) Download Indicator

    In Latvia, the share of international and foreign students among all students in the field of Natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (2.1 %, rank 36/39 , 2021) Download Indicator

    In Latvia, the percentage of international doctoral graduates in the field of social sciences, journalism and information is one of the highest among OECD and partner countries with available data. (23.1 %, rank 3/38 , 2021) Download Indicator

    In Latvia, the percentage of international doctoral graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (15.4 %, rank 5/37 , 2021) Download Indicator

    In Latvia, the percentage of international doctoral graduates in the field of Information and communication technologies is one of the lowest among OECD and partner countries with available data. (0 %, rank 34/37 , 2021) Download Indicator

    In Latvia, 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 34/38 , 2021) Download Indicator

    Adult learning

    In Latvia, the percentage of training costs as a share of total costs in all entreprises in 2020, is one of the among the other OECD and partners countries with available data. (0.6 %, rank 21/23 , 2020) Download Indicator

    Adult participation in non-formal education

    In Latvia, the share of 25-64 year-olds with general upper secondary or post-secondary non-tertiary education participating in non-formal job-related education and training over the 4 weeks prior to the interview is relatively low, compared to other OECD and partners countries with available data. (2.5 %, rank 21/24 , 2022) Download Indicator

    In Latvia, the share of 25-64 year-olds with vocational upper secondary or post-secondary non-tertiary education participating in non-formal job-related education and training over the 4 weeks prior to the interview is relatively low, compared to other OECD and partners countries with available data. (2.9 %, rank 21/25 , 2022) Download Indicator

    Resources for education

    In Latvia, the salary cost of primary teachers per student is comparatively low. (2181 USD Equivalent, rank 21/24 , 2017) Download Indicator

    In Latvia, the salary cost of lower-secondary teachers per student is comparatively low. (3040 USD Equivalent, rank 20/24 , 2017) Download Indicator

    Expenditure per student

    Expenditure per student for ancillary services on primary, secondary and post-secondary non-tertiary education in Latvia is comparatively low. (134 USD Equivalent, rank 26/30 , 2020) Download Indicator

    Expenditure per student for ancillary educational services on primary to tertiary education in Latvia is comparatively low. (139 USD Equivalent, rank 27/29 , 2020) Download Indicator

    Expenditure in education and national wealth

    In Latvia, expenditure on post secondary non-tertiary educational institutions as a percentage of GDP is comparatively high. (0.1 %, rank 4/21 , 2020) Download Indicator

    In Latvia, 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 3/33 , 2020) Download Indicator

    In Latvia, total expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education is relatively low compared to 2015. (90 Index, rank 35/36 , 2020) Download Indicator

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

    In Latvia, international expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively large. (0.3 %, rank 1/34 , 2020) Download Indicator

    Government and private expenditure in education

    In Latvia, international expenditure on educational institutions as a percentage of total expenditure on primary to tertiary education is relatively high. (3.2 %, rank 2/33 , 2020) Download Indicator

    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. (76 Index, rank 41/41 , 2020) Download Indicator

    Compared to 2015, the share of total public expenditure from initial source of funds for primary to tertiary education is comparatively smallest in Latvia. (92 Index, rank 38/41 , 2020) Download Indicator

    Nature of expenditure

    In Latvia, the share of current expenditure on primary education is one of the smallest among OECD and partner countries with available data. (83.7 %, rank 33/36 , 2020) Download Indicator

    In Latvia, the share of capital expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (17.4 %, rank 2/36 , 2020) Download Indicator

    In Latvia, the share of current expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (82.6 %, rank 35/36 , 2020) Download Indicator

    In Latvia, the share of capital expenditure on primary through tertiary is one of the largest among OECD and partner countries with available data. (16 %, rank 1/34 , 2020) Download Indicator

    In Latvia, the share of current expenditure on primary through tertiary education is one of the smallest among OECD and partner countries with available data. (84 %, rank 34/34 , 2020) Download Indicator

    In Latvia, the share of current expenditure on secondary education is one of the smallest among OECD and partner countries with available data. (81.9 %, rank 36/36 , 2020) Download Indicator

    In Latvia, the share of current expenditure on post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (76.8 %, rank 19/19 , 2020) Download Indicator

    Teachers

    The number of hours per year primary teachers spend teaching in public institutions is comparatively low in Latvia. (630 Hours, rank 29/33 , 2021) Download Indicator

    The number of days of instruction in a school year in primary public school is especially low. (160 Days, rank 33/33 , 2021) Download Indicator

    The number of days of instruction in a school year in lower secondary public school is especially low. (170 Days, rank 29/31 , 2021) Download Indicator

    The number of days of instruction in a school year in upper secondary public school is especially low. (170 Days, rank 29/31 , 2021) Download Indicator

    The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively high in Latvia. (1368 Hours, rank 2/27 , 2021) Download Indicator

    Who the teachers are

    The share of women among teaching staff in lower secondary education is one of the largest among OECD and partner countries with available data. (83.9 %, rank 1/41 , 2021) 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. (79.8 %, rank 1/43 , 2021) 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 %, rank 2/42 , 2021) Download Indicator

    The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (83 %, rank 1/37 , 2021) Download Indicator

    The percentage of primary teachers aged between 30 and 49 is especially low. (42.7 %, rank 37/40 , 2021) Download Indicator

    The percentage of lower secondary teachers aged between 30 and 49 is especially low. (35.9 %, rank 37/37 , 2021) Download Indicator

    The percentage of upper secondary teachers aged between 30 and 49 is especially low. (37.2 %, rank 39/39 , 2021) Download Indicator

    The percentage of primary to upper secondary teachers aged between 30 and 49 is especially low. (39.2 %, rank 39/39 , 2021) Download Indicator

    The percentage of primary to upper secondary teachers older than 50 is especially high. (52.9 %, rank 3/39 , 2021) Download Indicator

    The percentage of female teachers aged 50 or more in lower secondary education is especially high in Latvia. (86.6 %, rank 1/37 , 2021) Download Indicator

    The percentage of female teachers aged 50 or more in tertiary education is especially high in Latvia. (53.3 %, rank 2/35 , 2021) Download Indicator

    In Latvia, the share of tertiary teachers older than 50 is relatively high, compared to other countries with data available. (49.4 %, rank 5/34 , 2021) Download Indicator

    In upper secondary education, the percentage of teachers aged 50 or more is particularly high in Latvia. (57.1 %, rank 4/33 , 2021) Download Indicator

    In Latvia, the percentage of upper secondary general education teachers aged between 30 and 49 is relatively low, compared to the other countries with available data. (36.1 %, rank 32/33 , 2021) Download Indicator

    In Latvia, the share of upper secondary vocational education teachers aged 50 or more is relatively high, compared to the other countries with available data. (53.4 %, rank 4/30 , 2021) Download Indicator

    In Latvia, the percentage of teachers aged between 30 and 49 in upper secondary vocational education is one of the lowest among OECD and partner countries with available data. (39.6 %, rank 28/30 , 2021) Download Indicator

    The share of teachers aged 50 or more in post secondary non-tertiary education is relatively high in Latvia, compared to the other countries with available data. (52.7 %, rank 3/20 , 2021) Download Indicator

    In Latvia, the share of post secondary non-tertiary education teachers under 30 is one of the highest among OECD and partner countries with available data (7.6 %, rank 5/20 , 2021) Download Indicator

    The share of teachers aged between 30 and 49 in post secondary non-tertiary education is relatively low in Latvia, compared to other countries with available data. (39.7 %, rank 20/20 , 2021) Download Indicator

    Teachers' salaries

    The average actual pre-primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (24038 USD Equivalent, rank 23/24 , 2022) Download Indicator

    The average actual primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (30233 USD Equivalent, rank 25/28 , 2022) Download Indicator

    The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (30177 USD Equivalent, rank 25/28 , 2022) Download Indicator

    The average actual upper secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (32226 USD Equivalent, rank 25/28 , 2022) Download Indicator

    The average actual salary of 25-64 year-old lower secondary female teachers is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (30108 USD Equivalent, rank 21/23 , 2022) Download Indicator

    The average actual salary 25-64 year-old lower secondary teachers is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (30171 USD Equivalent, rank 21/23 , 2022) Download Indicator

    The average actual salaries of 35-44 year-old lower-secondary teachers is one of the lowest in Latvia. (30378 USD Equivalent, rank 22/24 , 2022) Download Indicator

    The average actual salaries of 45-54 year-old lower-secondary teachers is one of the lowest in Latvia. (30041 USD Equivalent, rank 22/24 , 2022) Download Indicator

    The average actual salaries of 55-64 year-old lower-secondary teachers is one of the lowest in Latvia. (29200 USD Equivalent, rank 23/24 , 2022) Download Indicator

    Teachers' salaries progression

    Starting salaries for teachers with minimum training in primary education are especially low. (17039 USD Equivalent, rank 36/39 , 2022) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially low. (17039 USD Equivalent, rank 36/39 , 2022) Download Indicator

    Starting salaries for upper secondary teachers with minimum training are especially low. (17039 USD Equivalent, rank 36/39 , 2022) Download Indicator

    Starting salaries for pre-primary teachers with minimum training are especially low. (17902 USD Equivalent, rank 28/31 , 2022) Download Indicator

    Principals' salaries

    The average actual salaries of 25-64 year-old pre-primary school heads is one of the lowest in Latvia. (33330 USD Equivalent, rank 19/19 , 2022) Download Indicator

    The average actual salaries of 25-64 year-old primary school heads is one of the lowest in Latvia. (43177 USD Equivalent, rank 21/24 , 2022) Download Indicator

    The average actual salaries of 25-64 year-old lower secondary education school heads is one of the lowest in Latvia. (38679 USD Equivalent, rank 23/24 , 2022) Download Indicator

    The average upper-secondary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (45086 USD Equivalent, rank 21/24 , 2022) Download Indicator

    In Latvia, the average actual salaries of 25-34 year-old lower-secondary school heads is relatively low compared to OECD and partner countries with available data. (45777 USD Equivalent, rank 14/17 , 2022) Download Indicator

    The average actual salaries of 35-44 year-old lower secondary school heads is one of the lowest in Latvia. (38470 USD Equivalent, rank 20/22 , 2022) Download Indicator

    The average actual salaries of 45-54 year-old lower secondary school heads is one of the lowest in Latvia. (37699 USD Equivalent, rank 21/22 , 2022) Download Indicator

    The average actual salaries of 55-64 year-old lower secondary school heads is one of the lowest in Latvia. (35947 USD Equivalent, rank 22/22 , 2022) Download Indicator

    The average actual salaries of lower secondary men school heads aged 25 to 64 is one of the lowest in Latvia. (41594 USD Equivalent, rank 21/22 , 2022) Download Indicator

    The average actual salaries of lower secondary women school heads aged 25 to 64 is one of the lowest in Latvia. (37665 USD Equivalent, rank 21/22 , 2022) Download Indicator

    Ratio of student to teaching staff

    In Latvia, the ratio of students to teaching staff in bachelor's and tertiary advanced research programmes is one of the lowest compared to other OECD and partner countries with available data. (4.7 Ratio, rank 29/30 , 2021) Download Indicator

    In Latvia, the number of students per teacher in general upper secondary education is one of the lowest among OECD and partner countries with available data. (9.7 Ratio, rank 33/36 , 2021) Download Indicator

    In Latvia, the number of students per teacher in independent private institutions tertiary education is one of the lowest among countries with available data. (6.1 Ratio, rank 23/23 , 2021) Download Indicator

    In Latvia, the number of students per teacher in private bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (4.7 Ratio, rank 26/26 , 2021) Download Indicator

    In Latvia, the number of students per teacher in independent private bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (4.7 Ratio, rank 18/19 , 2021) Download Indicator

    In Latvia, the ratio of children to teaching staff in early childhood educational development is one of the lowest compared to other OECD and partner countries with available data. (4.7 Ratio, rank 17/21 , 2021) Download Indicator

    Organisation of the education system

    The total compulsory instruction time for lower secondary students in Latvia is one of the shortest among OECD and partner countries with available data. (2334 Hours, rank 35/38 , 2023) Download Indicator

    The total compulsory instruction time for primary and lower secondary student in Latvia is among the shortest among OECD and partner countries with available data. (5840 Hours, rank 35/38 , 2023) Download Indicator

    In Latvia, compulsory instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (584 Hours, rank 35/38 , 2023) Download Indicator

    In Latvia, compulsory instruction time for lower secondary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (778 Hours, rank 34/38 , 2023) Download Indicator

    The number of instruction days per year for primary students is one of the lowest among OECD and partner countries with available data. (169 Days, rank 35/35 , 2023) Download Indicator

    Classes in public primary institutions are comparatively small in Latvia. (17 Students, rank 32/36 , 2021) Download Indicator

    Classes in in private primary institutions are comparatively small in Latvia. (10 Students, rank 33/33 , 2021) Download Indicator

    Classes in lower secondary public institutions are comparatively small in Latvia. (17 Students, rank 34/34 , 2021) Download Indicator

    In independent private institutions at primary education level, the average class size is relatively smallest in Latvia among OECD and other partner countries with available data. (10 Students, rank 19/19 , 2021) Download Indicator

    In Latvia, classes in lower secondary education are comparatively small. (17 Students, rank 33/33 , 2021) Download Indicator

    Employment by gender and educational attainment

    In Latvia, the share of employed 25-64 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively low, compared to other OECD and partner countries with available data. (79.5 %, rank 33/36 , 2022) Download Indicator

    Employment by field of education

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of arts is high compared to other OECD and partner countries. (90.8 %, rank 1/17 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is high compared to other OECD and partner countries. (90.4 %, rank 4/29 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is high compared to other OECD and partner countries. (90.7 %, rank 3/31 , 2021) Download Indicator

    Unemployment by gender and educational attainment

    In Latvia, the share of unemployed 25-64 year-old men with general upper secondary or post-secondary non-tertiary education is relatively high, compared to other OECD and partner countries with available data. (8.8 %, rank 4/36 , 2022) Download Indicator

    In Latvia, the share of unemployed 25-64 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively high, compared to other OECD and partner countries with available data. (7.1 %, rank 5/34 , 2022) Download Indicator

    Compared to other countries with available data, the unemployment rate of 25-34 year-old men with general upper secondary or post-secondary non-tertiary education is relatively high in Latvia. (13.2 %, rank 4/34 , 2022) Download Indicator

    Inactivity and educational attainment

    In Latvia, the inactivity rate of 25-64 year-olds with a short cycle tertiary education degree is one of the lowest among countries with available data. (9.7 %, rank 31/34 , 2022) Download Indicator

    Earnings and educational attainment

    The proportion of male full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (72.5 %, rank 27/30 , 2020) Download Indicator

    The proportion of male full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (54.3 %, rank 27/30 , 2020) 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. (189 Index, rank 3/35 , 2020) Download Indicator

    In Latvia, the proportion of young 25-34 year-old adults with post-secondary non-tertiary education, is relatively low compared to OECD and other members with available data (59.4 %, rank 18/18 , 2021) Download Indicator

    Compared to other countries with available data, earnings of 45-54 year-olds working full-time and full-year with general upper secondary or post-secondary non-tertiary education compared to those of adults without an upper secondary education are relatively low in Latvia. (101 Index, rank 29/29 , 2021) Download Indicator

    Compared to other countries with available data, earnings of 25-64 year-olds working full-time and full-year with vocational upper secondary or post-secondary non-tertiary education compared to those of adults without an upper secondary education are relatively low in Latvia. (108 Index, rank 26/29 , 2021) Download Indicator

    Compared to other countries with available data, earnings of 45-54 year-olds working full-time and full-year with vocational upper secondary or post-secondary non-tertiary education compared to those of adults without an upper secondary education are relatively low in Latvia. (82 Index, rank 28/28 , 2021) Download Indicator

    Compared to other countries with available data, earnings of 45-54 year-olds working full-time and full-year with tertiary education compared to those of adults without an upper secondary education are relatively low in Latvia. (151 Index, rank 36/40 , 2021) Download Indicator

    Earnings, gender and educational attainment

    Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the lowest among countries with available data. (68.5 %, rank 39/40 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (among 25-34 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the low among countries with available data. (73.5 %, rank 36/40 , 2021) Download Indicator

    In Latvia, the proportion of young women's earnings as a percentage of men's earnings (25-34 year-olds with tertiary education working full-time full-year), is relatively low compared to OECD and other members with available data (62.1 %, rank 40/40 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (25-34 year-olds with general upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the lowest among countries with available data. (66 %, rank 28/28 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (25-64 year-olds with general upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the lowest among countries with available data. (54.1 %, rank 29/29 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (45-54 year-olds with general upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the lowest among countries with available data. (45.2 %, rank 28/28 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (45-54 year-olds with upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the lowest among countries with available data. (65.1 %, rank 38/40 , 2021) Download Indicator

    Earnings of women as a percentage of men's earnings (45-54 year-olds with tertiary education working full-time full-year) are one of the highest among countries with available data. (88.3 %, rank 4/40 , 2021) Download Indicator

    Earnings by field of education

    Earnings of tertiary-educated adults who studied in the field of education are low, compared to earnings of all tertiary-educated adults in Latvia. (71.9 %, rank 14/17 , 2020) Download Indicator

    Earnings of tertiary-educated adults who studied in the field of arts and humanities, social sciences, journalism and information are high, compared to earnings of all tertiary-educated adults in Latvia. (84.9 %, rank 3/15 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Latvia who studied in the field of education, are low, when compared to earnings of adults with an upper secondary education. (72.5 %, rank 12/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Latvia who studied in the field of information and communication technologies (ICT), are high, when compared to earnings of adults with an upper secondary education. (140.1 %, rank 2/16 , 2020) Download Indicator

    Neither in education nor employed

    The share of women without an upper secondary education neither in employment nor in education and training (25-29 year-olds) in Latvia is relatively high (78.4 %, rank 2/36 , 2022) Download Indicator

    The share of women with general upper secondary or post-secondary non-tertiary education neither in employment nor in education and training (25-29 year-olds) in Latvia is relatively high (35.8 %, rank 3/32 , 2022) Download Indicator

    Social outcomes

    In Latvia, the share of adults with a tertiary education who reported taking part in public demonstrations is relatively low, compared to other OECD and partner countries with available data. (2.7 %, rank 22/24 , 2020) Download Indicator

    In Latvia, the share of Internet users with upper secondary or post-secondary non-tertiary education taking precautions to protect the privacy of their personal data is relatively low, compared to other OECD and partner countries with available data. (8.3 %, rank 26/26 , 2021) Download Indicator

    In Latvia, the share of Internet users with tertiary education taking precautions to protect the privacy of their personal data is relatively low, compared to other OECD and partner countries with available data. (15.8 %, rank 26/26 , 2021) Download Indicator


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

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

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

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

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

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

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

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

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

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

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

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

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

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

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

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

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

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

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

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

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

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

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

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

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            
                
    
            
    
        
    
        
    
            
        
    
        
    
            
        
    

        
        
		
        
		
    
			
    
				Key
            
    
            Diagram of funding flows - Latvia
            
    
            
    
        
    


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