Country
Data profiles:
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions, primary education (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
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 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
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 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
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 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
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 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
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 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Teachers and teaching conditions (TALIS 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2024) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2023) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2024) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Student performance in 18 out of 27 regions (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
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 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. (6.1 %, rank 43/45 , 2023) Download Indicator
Entrance by field of education and gender
In Latvia, the share of female among new entrants in doctoral programmes enrolled in the field of information and communication technologies is relatively small. (17.4 %, rank 34/35 , 2022) Download Indicator
In Latvia, the share of male among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (28.8 %, rank 33/35 , 2022) Download Indicator
The share of male students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Latvia is one of the smallest compared to other OECD countries and partner economies. (35.7 %, rank 35/39 , 2022) Download Indicator
The share of male students entering short cycle tertiary programmes in natural sciences, mathematics and statistics in Latvia is one of the smallest compared to other OECD countries and partner economies. (30 %, rank 21/23 , 2022) Download Indicator
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. (9.3 %, rank 40/40 , 2022) 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. (0.7 %, rank 21/22 , 2022) 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. (13 %, rank 26/29 , 2022) Download Indicator
The share of male students entering short-cycle tertiary programmes in information and communication technologies in Latvia is one of the smallest compared to other OECD countries and partner economies. (62.8 %, rank 27/29 , 2022) 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. (7.1 %, rank 44/44 , 2022) 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. (69.9 %, rank 3/23 , 2022) 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 , 2022) Download Indicator
Latvia has one of the smallest shares of lower secondary students enrolled in vocational programmes. (0.1 %, rank 22/23 , 2022) Download Indicator
In Latvia, the share of lower secondary vocational students among vocational students is relatively low compared to other OECD and partner countries. (0.2 %, rank 19/19 , 2022) 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. (2.5 %, rank 16/17 , 2022) Download Indicator
(100 %, rank 1/30 , 2022) Download Indicator
(100 %, rank 1/17 , 2022) 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 1/34 , 2022) Download Indicator
The percentage of six-year-olds in ECEC in Latvia is one of the highest among OECD and partner countries with available data. (94.3 %, rank 4/40 , 2022) Download Indicator
The percentage of six-year-olds in pre-primary education in Latvia is one of the highest among OECD and partner countries with available data. (94.3 %, rank 4/44 , 2022) 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. (3.4 %, rank 41/45 , 2022) 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. (26.7 %, rank 21/22 , 2022) 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. (65.7 %, rank 4/34 , 2022) Download Indicator
Graduation
The share of tertiary graduates younger than 30-years-old is one of the smallest among countries with available data. (66.8 %, rank 33/33 , 2022) Download Indicator
In Latvia, the percentage of first-time short-cycle tertiary graduates younger than 30 is relatively low. (46.8 %, rank 26/29 , 2022) Download Indicator
The average age of short-cycle tertiary graduates in Latvia is among the oldest. (32.1 Years, rank 4/25 , 2022) 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. (66 %, rank 1/34 , 2022) Download Indicator
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Latvia is relatively high. (67.9 %, rank 5/27 , 2022) 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. (70.7 %, rank 3/27 , 2022) 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. (63.6 %, rank 3/34 , 2022) Download Indicator
Graduation by field of education
The share of doctoral graduates in the field of business, administration and law in Latvia is relatively large. (17.5 %, rank 2/42 , 2022) 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 , 2022) Download Indicator
In Latvia, the percentage of post-secondary non-tertiary vocational graduates in the field of business, aministration and law is relatively low. (5.3 %, rank 23/25 , 2022) Download Indicator
In Latvia, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of arts and humanities is one of the largest among OECD and partner countries with available data. (16.3 %, rank 4/36 , 2022) 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 33/37 , 2022) Download Indicator
Graduation by field of education and gender
In Latvia, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively high. (63 %, rank 2/42 , 2022) Download Indicator
The share of male tertiary graduates in the field of education is relatively low in Latvia. (1.7 %, rank 41/42 , 2022) 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. (65.8 %, rank 2/42 , 2022) 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. (93.8 %, rank 1/42 , 2022) 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. (76.2 %, rank 1/42 , 2022) 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. (77.8 %, rank 1/42 , 2022) 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. (66.7 %, rank 3/42 , 2022) Download Indicator
In Latvia, the share of female graduates in tertiary education in the fields of natural sciences, mathematics and statistics is one of the largest among OECD countries and partner economies with available data. (66.1 %, rank 5/42 , 2022) 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. (83.2 %, rank 5/42 , 2022) Download Indicator
Fields of education
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all national tertiary students in Latvia is relatively low. (2.9 %, rank 32/36 , 2022) Download Indicator
In Latvia, the share of new entrants in short-cycle tertiary programmes in the field of arts and humanities is relatively small. (0.7 %, rank 32/33 , 2022) 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. (25.9 %, rank 2/37 , 2022) Download Indicator
In Latvia, the proportion of new entrants in education master's programmes is relatively low, compared to OECD and partner countries with available data. (3.3 %, rank 38/39 , 2022) 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. (3.2 %, rank 35/39 , 2022) Download Indicator
Student mobility
In Latvia, the proportion of international graduates among first-time doctorate graduates is relatively low. (6.6 %, rank 28/31 , 2022) Download Indicator
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. (27.7 %, rank 5/41 , 2022) 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. (0.5 %, rank 34/36 , 2022) 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 , 2022) 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 , 2022) 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. (37.3 %, rank 2/36 , 2022) 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 , 2022) Download Indicator
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Latvia is relatively low. (8.7 %, rank 33/36 , 2022) 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. (2.2 %, rank 35/39 , 2022) Download Indicator
In Latvia, the percentage of international doctoral graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (0 %, rank 38/38 , 2022) 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. (66.7 %, rank 1/37 , 2022) Download Indicator
In Latvia, the percentage of international doctoral graduates in the field of Natural sciences, mathematics and statistics is one of the lowest among OECD and partner countries with available data. (0 %, rank 38/38 , 2022) Download Indicator
In Latvia, the percentage of international doctoral graduates in the field of Information and communication technologies is one of the highest among OECD and partner countries with available data. (8.3 %, rank 4/37 , 2022) 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 35/38 , 2022) Download Indicator
Expenditure per student
Annual expenditure per pupil at the pre-primary level is one of the lowest among OECD and partner countries with available data. (7946 USD Equivalent, rank 12/13 , 2021) Download Indicator
Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in Latvia is comparatively low. (7778 USD Equivalent, rank 23/27 , 2021) Download Indicator
Expenditure per student for core educational services on primary to tertiary education in Latvia is comparatively low. (8300 USD Equivalent, rank 22/25 , 2021) Download Indicator
Expenditure per student for ancillary services on primary, secondary and post-secondary non-tertiary education in Latvia is comparatively low. (166 USD Equivalent, rank 23/27 , 2021) Download Indicator
Expenditure per student for ancillary educational services on primary to tertiary education in Latvia is comparatively low. (172 USD Equivalent, rank 23/25 , 2021) Download Indicator
Latvia has a total expenditure on educational institutions per full-time equivalent student (primary, secondary and post-secondary non-tertiary education) comparatively low. (6449 USD Equivalent 2015, rank 32/36 , 2021) 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 4/20 , 2021) 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 4/33 , 2021) 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 1/35 , 2021) 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. (4.3 %, rank 1/31 , 2021) Download Indicator
Nature of expenditure
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. (13.6 %, rank 3/33 , 2021) 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. (86.4 %, rank 31/33 , 2021) 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. (13 %, rank 3/33 , 2021) 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. (87 %, rank 31/33 , 2021) 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. (86 %, rank 30/31 , 2021) 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. (82.6 %, rank 17/18 , 2021) Download Indicator
Teachers
The number of days of instruction in a school year in primary public school is especially low. (160 Days, rank 36/37 , 2023) Download Indicator
The number of days of instruction in a school year in lower secondary public school is especially low. (170 Days, rank 32/36 , 2023) Download Indicator
The number of days of instruction in a school year in upper secondary public school is especially low. (170 Days, rank 32/36 , 2023) Download Indicator
The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively high in Latvia. (1368 Hours, rank 3/18 , 2023) 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. (83.3 %, rank 1/42 , 2022) 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. (79.6 %, rank 1/43 , 2022) 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. (54.5 %, rank 3/44 , 2022) Download Indicator
The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (82.9 %, rank 1/37 , 2022) Download Indicator
The percentage of primary teachers aged between 30 and 49 is especially low. (41.4 %, rank 39/41 , 2022) Download Indicator
The percentage of lower secondary teachers aged between 30 and 49 is especially low. (34.6 %, rank 38/38 , 2022) Download Indicator
The percentage of upper secondary teachers aged between 30 and 49 is especially low. (36.6 %, rank 39/40 , 2022) Download Indicator
The percentage of primary to upper secondary teachers aged between 30 and 49 is especially low. (38 %, rank 39/40 , 2022) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially high. (54.2 %, rank 2/40 , 2022) Download Indicator
The percentage of female teachers aged 50 or more in lower secondary education is especially high in Latvia. (86.4 %, rank 1/38 , 2022) Download Indicator
The percentage of female teachers aged 50 or more in tertiary education is especially high in Latvia. (54.1 %, rank 3/38 , 2022) Download Indicator
In Latvia, the share of short-cycle tertiary teachers younger than 30 is relatively low, compared to other countries with data available. (3.2 %, rank 21/25 , 2022) Download Indicator
The percentage of teachers aged 50 or more in pre-primary education is especially high in Latvia (41 %, rank 4/37 , 2022) Download Indicator
In upper secondary education, the percentage of teachers aged 50 or more is particularly high in Latvia. (58.4 %, rank 3/34 , 2022) 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. (35.2 %, rank 32/34 , 2022) 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. (52.3 %, rank 4/30 , 2022) 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. (39.7 %, rank 29/30 , 2022) 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. (52.9 %, rank 3/19 , 2022) 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. (39.4 %, rank 19/19 , 2022) 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. (1.05 Ratio, rank 3/13 , 2023) Download Indicator
The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.24 Ratio, rank 2/17 , 2023) 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. (1.34 Ratio, rank 2/17 , 2023) Download Indicator
The ratio of upper 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. (1.47 Ratio, rank 2/17 , 2023) Download Indicator
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. (26844 USD Equivalent, rank 18/18 , 2023) 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. (31786 USD Equivalent, rank 21/23 , 2023) 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. (34357 USD Equivalent, rank 21/23 , 2023) 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. (37681 USD Equivalent, rank 19/23 , 2023) Download Indicator
The ratio of lower secondary female teachers' salaries to earnings of full-time, full-year women workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.34 Ratio, rank 2/12 , 2023) Download Indicator
The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.33 Ratio, rank 2/12 , 2023) 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. (34380 USD Equivalent, rank 16/18 , 2023) 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. (34029 USD Equivalent, rank 16/18 , 2023) Download Indicator
The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Latvia. (1.37 Ratio, rank 1/13 , 2023) Download Indicator
The salaries of 55-64 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Latvia. (1.3 Ratio, rank 3/13 , 2023) Download Indicator
Teachers' salaries progression
Starting salaries for teachers with minimum training in primary education are especially low. (19043 USD Equivalent, rank 39/39 , 2023) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially low. (19043 USD Equivalent, rank 39/39 , 2023) Download Indicator
Starting salaries for upper secondary teachers with minimum training are especially low. (19043 USD Equivalent, rank 39/39 , 2023) Download Indicator
Starting salaries for pre-primary teachers with minimum training are especially low. (20524 USD Equivalent, rank 30/31 , 2023) Download Indicator
Principals' salaries
Lower-secondary 25-64 year-old school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Latvia. (1.63 Ratio, rank 4/13 , 2023) Download Indicator
The average actual salaries of 25-64 year-old pre-primary school heads is one of the lowest in Latvia. (37725 USD Equivalent, rank 13/13 , 2023) Download Indicator
The average actual salaries of 25-64 year-old primary school heads is one of the lowest in Latvia. (43287 USD Equivalent, rank 18/19 , 2023) Download Indicator
The average actual salaries of 25-64 year-old lower secondary education school heads is one of the lowest in Latvia. (41837 USD Equivalent, rank 19/19 , 2023) Download Indicator
The average upper-secondary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (51438 USD Equivalent, rank 16/19 , 2023) Download Indicator
The average actual salaries of lower secondary men school heads aged 25 to 64 is one of the lowest in Latvia. (42186 USD Equivalent, rank 18/18 , 2023) Download Indicator
The average actual salaries of lower secondary women school heads aged 25 to 64 is one of the lowest in Latvia. (39952 USD Equivalent, rank 18/18 , 2023) Download Indicator
Migrant background
The employment rate of foreign-born aged between 25 and 64 and without upper secondary education is comparatively low. (53 %, rank 26/30 , 2023) Download Indicator
The share of 25-64 year-old foreign-borns who attained below upper secondary education and who arrived in Latvia at 16 or older, is one of the lowest among OECD and partner countries with available data (4.8 %, rank 24/26 , 2023) Download Indicator
Ratio of student to teaching staff
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. (10 Ratio, rank 32/36 , 2022) Download Indicator
The ratio of students to teaching staff at the vocational upper secondary level is especially high in Latvia. (19.3 Ratio, rank 3/31 , 2022) Download Indicator
In Latvia, the number of students per teacher in private institutions short-cycle tertiary education is one of the highest among countries with available data. (27.4 Ratio, rank 4/20 , 2022) 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. (4.4 Ratio, rank 19/21 , 2022) Download Indicator
Organisation of the education system
Classes are particularly small in lower secondary schools. (18 Students, rank 33/36 , 2022) Download Indicator
Classes in in private primary institutions are comparatively small in Latvia. (13 Students, rank 34/36 , 2022) Download Indicator
Classes in lower secondary public institutions are comparatively small in Latvia. (17 Students, rank 37/37 , 2022) 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. (13 Students, rank 20/23 , 2022) Download Indicator
In independent private institutions at lower secondary level, classes are one of the largest in Latvia among OECD and partner countries with available data. (24 Students, rank 3/23 , 2022) Download Indicator
In Latvia, classes in lower secondary education are comparatively small. (18 Students, rank 33/36 , 2022) 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. (78.9 %, rank 32/36 , 2023) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education is high compared to other OECD and partner countries. (7.4 %, rank 4/35 , 2023) Download Indicator
The unemployment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is one of the highest of all OECD countries and partner economies for which data are available. (9.9 %, rank 3/34 , 2023) Download Indicator
Unemployment by gender and educational attainment
The employment rate among 25-34 year-old men with vocational upper secondary or a post-secondary non-tertiary education is comparatively high. (11.3 %, rank 3/33 , 2023) Download Indicator
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. (8.4 %, rank 2/35 , 2023) 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. (8.6 %, rank 2/33 , 2023) Download Indicator
Earnings and educational attainment
In Latvia, the proportional difference in earnings between 25-64 year-old men with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is low. (106 Index, rank 28/30 , 2022) Download Indicator
In Latvia, the proportional difference in earnings between 25-64 year-old men with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (174 Index, rank 5/35 , 2022) Download Indicator
Earnings, gender and educational attainment
Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the lowest among countries with available data. (61.8 %, rank 40/41 , 2022) Download Indicator
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. (67.6 %, rank 40/41 , 2022) Download Indicator
Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the lowest among countries with available data. (78.1 %, rank 37/41 , 2022) 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. (67.2 %, rank 40/40 , 2022) 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 (70 %, rank 39/41 , 2022) 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. (63.4 %, rank 28/29 , 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. (60 %, rank 30/30 , 2021) Download Indicator
Earnings of women as a percentage of men's earnings (25-34 year-olds with vocational upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the lowest among countries with available data. (71.2 %, rank 26/27 , 2021) Download Indicator
Neither in education nor employed
The share of women with vocational 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 (45.2 %, rank 2/29 , 2023) Download Indicator
The share of 25-29 year-olds neither in employment nor in education and training with vocational upper secondary or post-secondary non-tertiary education in Latvia is relatively high. (25.4 %, rank 5/30 , 2023) Download Indicator
The share of youth neither employed nor in education or training (15-19 year-olds) in Latvia is relatively low. (3.2 %, rank 38/42 , 2022) Download Indicator
In Latvia, the percentage of women neither employed nor in education or training among 15-19 year-olds is relatively low. (2.5 %, rank 39/41 , 2022) Download Indicator
General findings
- Educational and labour-market outcomes for young adults at risk of falling behind have improved. Since 2016, the share of 18-24 year-olds not in employment, education or training has fallen from 16% to 14% on average across the OECD. At the same time, the share of 25-34 year-olds without an upper secondary qualification has decreased from 17% to 14%.
- Job opportunities have also improved: the employment rate among 25-34 year-olds without an upper secondary qualification has risen from 59% to 61%, and for those with upper secondary or post-secondary non-tertiary attainment, it has increased from 76% to 79%.
- Educational outcomes are transmitted across generations. Inequalities start early and persist through all stages of the education system. In countries with available data, children from low-income families are on average 18 percentage points less likely to be enrolled in early childhood education and care before the age of 3.
- Students who start an upper secondary programme are 19 percentage points less likely to successfully complete their studies if their parents have not attained upper secondary education than their peers with parents who have a tertiary qualification, and this gap is 13 percentage points for those starting a bachelors programmes.
- These disadvantages result in very different levels of educational attainment. While 72% of adults who have at least one parent with a tertiary qualification have also obtained a tertiary qualification, only 19% of those whose parents have not completed upper secondary education have tertiary attainment.
- Public expenditure on early childhood education measured as a share of gross domestic product (GDP) increased by 9% between 2015 and 2021, significantly more than for other levels of education. Enrolment rates in early childhood education have also continued to rise across all age groups. On average across the OECD, 83% of children aged 3-5 are enrolled in pre-primary education, up from 79% in 2013.
Visualisations



- In almost all countries with available data, the share of younger adults (25-34 year-olds) without an upper secondary qualification has fallen since 2016 and for Costa Rica, Mexico, Portugal and Türkiye these declines have been in double digits in percentage-point terms. This means many more younger adults will have the opportunity to succeed in the labour market.
- On average across OECD countries, the share of women with at least a bachelor's or equivalent degree has almost doubled in a generation: going from 24% among 55-64 year-olds to 47% among 25-34 year-olds, reflecting a substantial increase in educational attainment.
- In most OECD countries, the share of 18-24 year-olds who are neither employed nor in formal education or training (NEET) has decreased between 2016 and 2023. Costa Rica and Lithuania are exceptions, having experienced a rise above 3 percentage points in the share over this period.
- Employment rates for younger adults (25-34 year-olds) slightly improved in most countries between 2016 and 2023, irrespective of their educational attainment level. However, the gap in employment rates between younger adults with below upper secondary attainment and those with tertiary attainment has widened in more than half of OECD, partner and/or accession countries with comparable data for both years.
- In OECD countries, workers who have not attained upper secondary education earn, on average, 18% less than those who have attained this level of education. Meanwhile, workers with a tertiary education earn, on average, 56% more than those with only an upper secondary education.
Visualisations



- Most children aged 3 to 5 (84%) attend early childhood education (ECE) programmes across the OECD, yet only 32% of those aged 0 to 2 are enrolled in early childhood educational development programmes (ISCED 01) on average. Younger children from low-income families are least likely to attend these programmes, despite being likely to benefit the most.
- Since 2013, 12 countries have extended the length of compulsory education at either pre-primary or upper secondary level. As enrolment rates in the years before and after compulsory education are already generally high, these measures often aim to increase enrolment among disadvantaged groups, where rates are lower.
- The vast majority of primary students are enrolled in public institutions, averaging 85% across OECD countries. In some countries, government-dependent private institutions are prevalent, which often function in similar ways to public institutions.
- Gender disparities at the upper secondary level affect students pathways in the labour market and higher education. On average, 51% of graduates from upper secondary general programmes are female, but in vocational programmes female only make up 46% of graduates.
- Family background strongly influences success in upper secondary education. In all countries with available data, students whose parents have lower educational attainment have substantially lower completion rates than students with a tertiary-educated parent. Completion rates for students with immigrant backgrounds are also lower than for non-immigrant students.
- On average, women are over-represented in tertiary education, but they remain under-represented in some fields. Only 15% of female new entrants at tertiary level choose a science, technology, engineering or mathematics (STEM) field, compared to 41% of male new entrants. In contrast, only 4% of male entrants opted for the field of education and 8% for health and welfare, shares which have not changed since 2015.
Visualisations



- Expenditure per student increases with the educational level in nearly all OECD countries, although by how much varies substantially among countries. On average, expenditure per student amounts to about USD 11 900 at primary level, USD 13 300 at secondary level and USD 20 500 at tertiary level.
- OECD countries spend, on average, the equivalent of 4.9% of their gross domestic product (GDP) (over USD 3.5 trillion in total) on educational institutions from primary to tertiary levels (including tertiary research and development). Iceland, Israel, Norway and the United Kingdom invest over 6% of their national output into education.
- Private sources play a much more important role in funding tertiary education, relative to government sources, than at lower levels. On average, private sources of funding amount to 0.3% of GDP for primary to post-secondary non-tertiary institutions, with a similar percentage for tertiary institutions. In contrast, government funding amounts to 3.2% of GDP for primary to post-secondary non-tertiary institutions, well above the 1.0% of GDP that governments spend on tertiary institutions.
- On average, across OECD countries, the government is the primary source of funding for both public and private primary schools. For public institutions, the government covers nearly all expenditure, amounting to about USD 11 900 per student, while it accounts for less than 60% of the costs for private ones, roughly USD 7 900 per student, on average. However, these figure vary considerably across countries.
- Tuition fees for bachelor's degrees vary considerably from country to country. In one-third of the countries and other participants with data, public institutions either offer tuition-free education to national students or charge less than USD 1 100 per year in fees. In another third of countries, annual tuition fees are relatively modest, averaging between USD 1 400 and USD 3 100 per student. In the remaining countries, fees are considerably higher, exceeding USD 4 500 per year.
Visualisations



- Between 2013 and 2022, the ratio of children to teaching staff at pre-primary level fell across most countries, from 16:1 to 15:1 on average in OECD countries, due to fewer enrolled children and more teachers. In some countries, however, the ratio has increased due to rising child enrolment and teacher shortages.
- In most OECD countries, the salaries of teachers increase with the level of education they teach. On average across OECD countries and other participants, the salaries of teachers with the most prevalent qualifications with 15 years of experience range from USD 52 631 at pre-primary level to USD 60 803 at upper secondary level.
- Between 2015 and 2023, the statutory salaries of teachers at primary and secondary levels increased by 28-29% in nominal terms on average across OECD countries. When adjusted for changes in prices, the rise in real salaries was much smaller, at 4-5%.
- Based on official regulations or agreements, teachers in public schools in OECD countries and other participants are required to teach on average 1 007 hours per year at pre-primary level, 773 hours at primary level, 706 hours at lower secondary level (general programmes) and 679 hours at upper secondary level (general programmes).
- Of the 21 countries with available data, 18 reported that they faced teacher shortages at the start of the 2022/23 academic year, with only Greece, Korea and Türkiye not reporting any shortages.
- The ageing of the teaching workforce is more pronounced in secondary schools than in primary education. On average across OECD countries, the share of older teachers (aged 50 and over) increases with the education level: from 34% in primary education to 36% in lower secondary and 41% in upper secondary education.
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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.