Country
Data profiles:
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| 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 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| 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 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| 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 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| 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 2023) |
| 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 2023) |
| 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 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| 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 2023) |
| Student performance (PISA 2022) |
| 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 2023) |
| Overview of the education system (EAG 2023) |
| 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 2023) |
| 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 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| 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, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| 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
In New Zealand, the percentage of 25-64 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the highest among countries with available data. (29.5 %, rank 4/45 , 2022) Download Indicator
In New Zealand, the share of 25-34 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the highest among countries with available data. (34.4 %, rank 5/44 , 2022) Download Indicator
Attainment by gender
The share of 25-64 year-old women who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (34.2 %, rank 2/45 , 2022) Download Indicator
Education expectancy
In New Zealand, the expected years in education between ages 15 and 29 are comparatively short . (5.2 Years, rank 40/41 , 2021) Download Indicator
In New Zealand, the expected years in education between ages 15 and 29 are comparatively short for men. (5.1 Years, rank 41/41 , 2021) Download Indicator
For women, the expected years in education between ages 15 and 29 are relatively short in New Zealand. (5.3 Years, rank 40/41 , 2021) Download Indicator
Entrance
The share of women among tertiary education new entrants is one of the largest compared to OECD and partner countries with available data. (59.3 %, rank 2/33 , 2021) Download Indicator
The share of female students entering bachelor's programmes in New Zealand is relatively large. (61.3 %, rank 3/39 , 2021) Download Indicator
The share of female students entering doctoral or equivalent programmes in New Zealand is one of the largest compared to other OECD countries and partner economies. (57.4 %, rank 3/39 , 2021) Download Indicator
Entrance by field of education and gender
In New Zealand, the share of male among new entrants in doctoral programmes enrolled in the field of information and communication technologies is relatively small. (57.5 %, rank 33/35 , 2021) Download Indicator
In New Zealand,the share of male among new entrants in doctoral programmes enrolled in the field of engineering, manufacturing and construction is relatively small. (61.1 %, rank 34/38 , 2021) Download Indicator
In New Zealand, the share of male among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (30.1 %, rank 33/36 , 2021) Download Indicator
The share of male students entering short cycle tertiary programmes in natural sciences, mathematics and statistics in New Zealand is one of the smallest compared to other OECD countries and partner economies. (40.3 %, rank 17/21 , 2021) Download Indicator
In New Zealand, the share of men among new entrants in bachelor's programmes in the field of information and communication technologies is one of the smallest among OECD and partner countries with available data. (71.4 %, rank 34/38 , 2021) Download Indicator
In New Zealand, the share of men among new entrants in bachelor's programmes in the field of science, technology, engineering and mathematics is one of the smallest among OECD and partner countries with available data. (55.3 %, rank 39/39 , 2021) Download Indicator
The share of male students entering doctoral or equivalent programmes in Science, technology, engineering and mathematics (STEM) in New Zealand is one of the smallest compared to other OECD countries and partner economies. (53.4 %, rank 35/38 , 2021) Download Indicator
The share of male students entering master's or equivalent programmes in engineering, manufacturing and construction in New Zealand is one of the smallest compared to other OECD countries and partner economies. (56.1 %, rank 39/39 , 2021) Download Indicator
The share of male students entering master's or equivalent programmes in health and welfare in New Zealand is one of the smallest compared to other OECD countries and partner economies. (19 %, rank 35/38 , 2021) Download Indicator
The share of male students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in New Zealand is one of the smallest compared to other OECD countries and partner economies. (51.8 %, rank 39/39 , 2021) Download Indicator
The share of male students entering short-cycle tertiary programmes in engineering, manufacturing and construction in New Zealand is one of the smallest compared to other OECD countries and partner economies. (65.2 %, rank 28/32 , 2021) Download Indicator
The share of male students entering short-cycle tertiary programmes in information and communication technologies in New Zealand is one of the smallest compared to other OECD countries and partner economies. (66.9 %, rank 26/28 , 2021) Download Indicator
The share of male students entering short-cycle tertiary programmes in Science, technology, engineering and mathematics (STEM) in New Zealand is one of the smallest compared to other OECD countries and partner economies. (63.2 %, rank 28/32 , 2021) Download Indicator
Participation in education
The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the lowest among OECD and partner countries with available data. (10.6 %, rank 39/43 , 2021) Download Indicator
The enrolment rate of students aged 17 in post-secondary non-tertiary programmes in New Zealand is one of the highest among OECD and partner countries with available data. (4.9 %, rank 1/31 , 2021) Download Indicator
The enrolment rate of students aged 17 in tertiary programmes in New Zealand is one of the highest among OECD and partner countries with available data. (0.7 %, rank 5/35 , 2021) Download Indicator
The enrolment rate of students aged 18 in post-secondary non-tertiary programmes in New Zealand is one of the highest among OECD and partner countries with available data. (10.7 %, rank 1/31 , 2021) Download Indicator
The enrolment rate of students aged 19 in post-secondary non-tertiary programmes in New Zealand is one of the highest among OECD and partner countries with available data. (12.1 %, rank 2/31 , 2021) Download Indicator
The enrolment rate of students aged 20 in post-secondary non-tertiary programmes in New Zealand is one of the highest among OECD and partner countries with available data. (11.6 %, rank 2/30 , 2021) Download Indicator
In New Zealand, the percentage of students enrolled in private institutions at all early childhood education level is comparatively high. (98.8 %, rank 3/72 , 2021) Download Indicator
In New Zealand, the percentage of students enrolled in private institutions at pre-primary level is comparatively high. (98.8 %, rank 3/86 , 2021) Download Indicator
The average age of upper secondary students enrolled in vocational programmes in New Zealand is relatively high compared to the other countries. (33.4 %, rank 1/41 , 2021) Download Indicator
The share of upper secondary students enrolled in programmes giving full level completion without access to tertiary education in New Zealand is relatively high compared to the other countries. (87.6 %, rank 2/28 , 2021) Download Indicator
In New Zealand, upper secondary vocational students among all vocational students are relatively less numerous than in other OECD or partner countries. (36.3 %, rank 35/37 , 2021) Download Indicator
In New Zealand, the share of post-secondary non-tertiary students enrolled in programmes giving full level completion without access to tertiary education is relatively small compared to other OECD or partner contries. (69.4 %, rank 11/14 , 2021) Download Indicator
Students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in post-secondary non-tertiary vocational programmes are proportionally less in New Zealand than in the other countries. (30.5 %, rank 17/20 , 2021) Download Indicator
In New Zealand, the share of post-secondary non-tertiary students among all vocational students is relatively large compared to other OECD and partner countries. (46.9 %, rank 1/26 , 2021) Download Indicator
The average age of short-cycle tertiary students enrolled in vocational programmes is comparativele high. (32.1 %, rank 5/35 , 2021) Download Indicator
New Zealand 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
The enrolment rate among students aged 15-19 in upper secondary vocational programmes in New Zealand is one of the lowest among OECD and partner countries with available data. (6.1 %, rank 36/40 , 2021) Download Indicator
The enrolment rate among students aged 15-19 in post-secondary non-tertiary programmes in New Zealand is one of the highest among OECD and partner countries with available data. (5.8 %, rank 1/31 , 2021) Download Indicator
The enrolment rate among students aged 20-24 in post-secondary non-tertiary programmes in New Zealand is one of the highest among OECD and partner countries with available data. (9.9 %, rank 1/30 , 2021) Download Indicator
(0.2 %, rank 5/40 , 2021) Download Indicator
The percentage of three-year-olds in other registered ECEC services in New Zealand is one of the highest among OECD and partner countries with available data. (4 %, rank 1/7 , 2021) Download Indicator
The percentage of five-year-olds in primary education in New Zealand is one of the highest among OECD and partner countries with available data. (90.8 %, rank 3/45 , 2021) Download Indicator
The share of female students enrolled in post-secondary non-tertiary programmes is one of the smallest among OECD countries and partner economies with available data. (32.3 %, rank 27/30 , 2021) Download Indicator
Graduation
The average age of graduates from vocational programmes at the upper secondary level in New Zealand is comparatively high. (34.8 Years, rank 1/38 , 2021) Download Indicator
The percentage of first-time graduates in vocational programmes at upper secondary level is one of the lowest among OECD and partner countries with available data. (14.8 %, rank 35/38 , 2021) Download Indicator
In New Zealand, the percentage of bachelor's or equivalent graduates in public institutions is one of the highest among OECD and partner countries with available data. (93.9 %, rank 5/37 , 2021) Download Indicator
The share of doctorate graduates in public institutions is relatively high in New Zealand. (100 %, rank 1/39 , 2021) Download Indicator
In New Zealand, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively small. (87.1 %, rank 23/25 , 2021) Download Indicator
Graduation by gender
The share of female graduates from upper secondary vocational programmes is one of the largest among OECD countries and partner economies with available data. (56.4 %, rank 3/41 , 2021) Download Indicator
Graduation by field of education
In New Zealand, 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. (15 %, rank 5/36 , 2021) Download Indicator
In New Zealand, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of STEM is one of the lowest among OECD and partner countries with available data. (26.5 %, rank 32/36 , 2021) Download Indicator
Graduation by field of education and gender
In New Zealand, the proportion of male tertiary graduates in the field of arts and humanities is relatively large. (11.3 %, rank 4/44 , 2021) Download Indicator
Fields of education
In New Zealand, the percentage of new entrants to tertiary education in the field of business, administration and law is relatively low. (18.7 %, rank 35/39 , 2021) Download Indicator
In New Zealand, the percentage of new entrants in business, administration and law bachelor's programmes is relatively low, compared to OECD and partner countries with available data. (15.9 %, rank 36/39 , 2021) Download Indicator
The percentage of new entrants in engineering, manufacturing and construction bachelor's programmes is relatively low in New Zealand among countries with available data. (7.5 %, rank 36/39 , 2021) Download Indicator
Student mobility
New Zealand has a large share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (19.8 %, rank 4/32 , 2021) Download Indicator
In New Zealand, the share of international and foreign students enrolled in doctoral or equivalent programmes is one of the largest among OECD and partner countries with available data. (47 %, rank 4/41 , 2021) Download Indicator
In New Zealand, international or foreign students from Asia are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (78.3 %, rank 4/43 , 2021) Download Indicator
In New Zealand, international or foreign students from Oceania are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (11.1 %, rank 1/43 , 2021) Download Indicator
In New Zealand, the proportion of international graduates among bachelor's first-time graduates is relatively high. (19.9 %, rank 3/32 , 2021) Download Indicator
In New Zealand, the proportion of international graduates among first-time doctorate graduates is relatively high. (59.5 %, rank 2/32 , 2021) Download Indicator
(17.5 %, rank 4/38 , 2021) Download Indicator
(20.8 %, rank 2/38 , 2021) Download Indicator
Student mobility by field of education
In New Zealand, 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. (5.6 %, rank 34/38 , 2021) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (15471 USD Equivalent, rank 4/34 , 2020) Download Indicator
Expenditure in education and national wealth
In New Zealand, expenditure on post secondary non-tertiary educational institutions as a percentage of GDP is comparatively high. (0.2 %, rank 1/21 , 2020) Download Indicator
In New Zealand, 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 New Zealand, 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. (96 Index, rank 32/36 , 2020) Download Indicator
In New Zealand, expenditure on educational institutions as a percentage of GDP for primary to tertiary education is low compared to 2015. (94 Index, rank 32/36 , 2020) Download Indicator
Government and private expenditure in education
In New Zealand, total public expenditure on post-secondary non-tertiary educational institutions as a percentage of total public expenditure is comparatively high. (0.4 %, rank 1/25 , 2020) Download Indicator
In New Zealand, international expenditure on educational institutions as a percentage of total expenditure on tertiary education is relatively low. (0 %, rank 29/33 , 2020) Download Indicator
The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively low in New Zealand. (0 %, rank 28/32 , 2020) Download Indicator
The share of capital expenditure for primary to tertiary education in New Zealand is one of the lowest among OECD and partner countries with available data. (0 %, rank 29/32 , 2020) Download Indicator
Compared to 2015, the share of total government expenditure is comparatively highest in New Zealand. (138 Index, rank 4/49 , 2020) Download Indicator
Teachers
The number of hours per year primary teachers spend teaching in public institutions is comparatively high in New Zealand. (922 Hours, rank 5/33 , 2021) Download Indicator
The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively high in New Zealand. (840 Hours, rank 5/33 , 2021) Download Indicator
Who the teachers are
The share of women among teaching staff in tertiary education is one of the largest among OECD and partner countries with available data. (52.7 %, rank 3/42 , 2021) Download Indicator
The percentage of female teachers aged 50 or more in tertiary education is especially high in New Zealand. (49.3 %, rank 4/35 , 2021) Download Indicator
In New Zealand, the share of short-cycle tertiary teachers aged between 30 and 49 is relatively low, compared to other countries with data available. (44.8 %, rank 19/23 , 2021) Download Indicator
In New Zealand, the share of bachelor's, master's and doctoral level teachers aged between 30 and 49 is relatively low, compared to other countries with data available. (44.3 %, rank 29/31 , 2021) Download Indicator
In New Zealand, the share of tertiary teachers aged between 30 and 49 is relatively low, compared to other countries with data available. (44.4 %, rank 33/34 , 2021) Download Indicator
The percentage of teachers under 30 in early childhood educational development is especially high in New Zealand. (25.3 %, rank 4/19 , 2021) Download Indicator
In New Zealand, the percentage of teachers under 30 in pre-primary education is one of the highest among OECD and partner countries with available data. (25.3 %, rank 5/36 , 2021) Download Indicator
In New Zealand, the share of post secondary non-tertiary education teachers under 30 is one of the highest among OECD and partner countries with available data (9.6 %, rank 4/20 , 2021) Download Indicator
The share of teachers aged between 30 and 49 in post secondary non-tertiary education is relatively low in New Zealand, compared to other countries with available data. (41.5 %, rank 18/20 , 2021) Download Indicator
Teachers' salaries
In New Zealand, the change in statutory lower secondary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively large. (110 Index, rank 4/30 , 2022) Download Indicator
Teachers' salaries progression
It takes lower secondary teachers less time to progress through the salary scale in New Zealand compared to other OECD and partner countries. (8 Years, rank 10/10 , 2022) Download Indicator
Ratio of student to teaching staff
The number of pupils per teacher in pre-primary schools is one of the lowest among OECD and partner countries with available data. (6.1 Ratio, rank 40/41 , 2021) Download Indicator
In New Zealand, the number of students per teacher in public lower secondary education is one of the highest among OECD and partner countries with available data. (16.8 Ratio, rank 4/40 , 2021) Download Indicator
In New Zealand, the number of students per teacher in government-dependent private short-cycle tertiary education is one of the lowest among countries with available data. (13.3 Ratio, rank 7/10 , 2021) Download Indicator
In New Zealand, 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. (0.8 Ratio, rank 19/19 , 2021) Download Indicator
In New Zealand, 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. (3.7 Ratio, rank 20/21 , 2021) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds without upper secondary education is comparatively high. (72.7 %, rank 3/44 , 2022) Download Indicator
The employment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is high compared to other OECD and partner countries. (89.9 %, rank 4/44 , 2022) Download Indicator
The employment rate among 25-34 year-olds with tertiary education is compartively high in New Zealand. (91.4 %, rank 4/45 , 2022) Download Indicator
The employment rate among 55-64 year-olds with tertiary education is compartively high in New Zealand. (86 %, rank 4/45 , 2022) Download Indicator
The employment rate among 55-64 year-olds with upper secondary or post-secondary non-tertiary education is compartively high in New Zealand. (79.1 %, rank 2/44 , 2022) Download Indicator
The employment rate among 25-34 year-olds with a short-cycle tertiary education is comparatively high. (91.7 %, rank 3/32 , 2022) Download Indicator
Compared to other countries with available data, the employment rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is relatively high in New Zealand. (91.6 %, rank 3/44 , 2022) Download Indicator
Compared to other countries with available data, the employment rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is relatively high in New Zealand. (95.7 %, rank 4/26 , 2022) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-64 year-old women without upper secondary education is comparatively high. (65.6 %, rank 1/44 , 2022) Download Indicator
The employment rate among 25-34 year-old men with tertiary education is compartively high in New Zealand. (95.1 %, rank 3/45 , 2022) Download Indicator
The employment rate among 55-64 year-old men with upper secondary or post-secondary non-tertiary education is compartively high in New Zealand. (84.7 %, rank 2/44 , 2022) Download Indicator
The employment rate among 55-64 year-old women with below upper secondary education is compartively high in New Zealand. (63 %, rank 2/44 , 2022) Download Indicator
In New Zealand, the share of employed 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. (89.4 %, rank 2/38 , 2022) Download Indicator
In New Zealand, the share of employed 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. (90.7 %, rank 3/36 , 2022) Download Indicator
Compared to other countries with available data, the employment rate of 25-34 year-old men with general upper secondary or post-secondary non-tertiary education is relatively high in New Zealand. (89.1 %, rank 5/38 , 2022) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with tertiary education is comparatively low. (1.6 %, rank 43/44 , 2022) Download Indicator
The unemployment rate among 55-64 year-olds with below upper secondary education is comparatively low. (2.3 %, rank 38/41 , 2022) Download Indicator
The unemployment rate among 25-64 year-olds with a short-cycle tertiary education degree is one the lowest of all OECD countries and partner economies for which data are available. (1.5 %, rank 29/30 , 2022) Download Indicator
The unemployment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.5 %, rank 41/44 , 2022) Download Indicator
The unemployment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is low compared to other OECD and partner countries. (2.8 %, rank 32/36 , 2022) Download Indicator
Among the unemployed population aged between 25 and 64, with below upper secondary education, the share of those who have been unemployed for less than 3 months is one of the largest in New Zealand, compared to other OECD countries. (39.2 %, rank 4/28 , 2021) Download Indicator
Among the unemployed population aged between 25 and 64 with below upper secondary education, the share of those who have been unemployed for at least 12 months is one of the smallest in New Zealand, compared to other OECD countries. (17 %, rank 33/35 , 2021) Download Indicator
Among the unemployed population aged between 25 and 64 with upper secondary or post-secondary non-tertiary education, the share of those who have been unemployed for at least 12 months is one of the smallest in New Zealand, compared to other OECD countries. (15.8 %, rank 34/35 , 2021) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for less than 3 months is one of the largest in New Zealand, compared to other OECD countries. (49.7 %, rank 2/28 , 2021) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for at least 12 months is one of the smallest in New Zealand, compared to OECD countries. (15.6 %, rank 35/36 , 2021) Download Indicator
Compared to other countries with available data, the unemployment rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is relatively low in New Zealand. (1.5 %, rank 41/42 , 2022) Download Indicator
Compared to other countries with available data, the unemployment rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is relatively low in New Zealand. (2.2 %, rank 8/8 , 2022) Download Indicator
Compared to other countries with available data, the unemployment rate of 25-34 year-old with a short cycle tertiary education degree is relatively low in New Zealand. (2.2 %, rank 25/26 , 2022) Download Indicator
Unemployment by gender and educational attainment
The unemployment rate among 25-64 year-old men without upper secondary education is comparatively low. (2.8 %, rank 40/43 , 2022) Download Indicator
The unemployment rate among 25-64 year-old men with upper secondary or post-secondary non-tertiary education is comparatively low. (2.2 %, rank 40/42 , 2022) Download Indicator
The unemployment rate among 25-64 year-old men with tertiary education is comparatively low. (1.5 %, rank 41/45 , 2022) Download Indicator
The unemployment rate among 25-34 year-old men with below upper secondary education is compartively low in New Zealand. (5.1 %, rank 37/41 , 2022) Download Indicator
The unemployment rate among 25-34 year-old men with tertiary education is compartively low in New Zealand. (1.7 %, rank 42/44 , 2022) Download Indicator
The unemployment rate among 25-34 year-old women with tertiary education is compartively low in New Zealand. (1.5 %, rank 43/44 , 2022) Download Indicator
The unemployment rate among 55-64 year-old men with below upper secondary education is compartively low in New Zealand. (2.1 %, rank 38/41 , 2022) Download Indicator
The unemployment rate among 55-64 year-old men with upper secondary or post-secondary non-tertiary education is compartively low in New Zealand. (1.9 %, rank 37/41 , 2022) Download Indicator
The unemployment rate among 55-64 year-old women with below upper secondary education is compartively low in New Zealand. (2.6 %, rank 36/40 , 2022) Download Indicator
In New Zealand, the share of unemployed 25-64 year-old men with general upper secondary or post-secondary non-tertiary education is relatively low, compared to other OECD and partner countries with available data. (2.4 %, rank 32/36 , 2022) Download Indicator
In New Zealand, the share of unemployed 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. (2.1 %, rank 31/34 , 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 low in New Zealand. (3.7 %, rank 31/34 , 2022) Download Indicator
Inactivity and educational attainment
In New Zealand, the inactivity rate of 25-64 year-olds with below upper secondary education is one of the lowest among countries with available data. (24.8 %, rank 40/44 , 2022) Download Indicator
In New Zealand, the inactivity rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (2.2 %, rank 13/14 , 2022) Download Indicator
In New Zealand, the inactivity rate of 25-34 year-olds with a short cycle tertiary education degree is one of the lowest among countries with available data. (6.3 %, rank 26/27 , 2022) Download Indicator
In New Zealand, 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. (7.4 %, rank 34/34 , 2022) Download Indicator
In New Zealand, the inactivity rate of 25-64 year-olds with vocational upper secondary or post-secondary non-tertiary education is relatively low. (12.9 %, rank 32/36 , 2022) Download Indicator
Inactivity by gender and educational attainment
In New Zealand, the inactivity rate 25-64 year-old women without an upper secondary education is relatively low compared to other countries with available data. (31.6 %, rank 42/44 , 2022) Download Indicator
In New Zealand, the inactivity rate of 25-64 year-old men with general upper secondary or post-secondary non-tertiary education is relatively low. (8.5 %, rank 35/38 , 2022) Download Indicator
In New Zealand, the inactivity rate of 25-64 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively low. (7.4 %, rank 33/36 , 2022) Download Indicator
Earnings and educational attainment
The earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (92 Index, rank 3/40 , 2020) Download Indicator
The proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite low. (128 Index, rank 36/40 , 2021) Download Indicator
The gap in average earnings between 25-64 year-old women with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (101 Index, rank 28/29 , 2020) Download Indicator
In New Zealand, the proportional difference in earnings between 25-64 year-old men with a master's, doctoral or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (151 Index, rank 32/34 , 2020) Download Indicator
Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively low. (129.8 %, rank 37/40 , 2020) Download Indicator
Earnings of 25-64 year-old full- and part-time workers with a master's, doctoral or equivalent education degree are comparatively low. (153.6 %, rank 30/33 , 2020) Download Indicator
The share of 25-64 year-old workers without an upper secondary education earning at or below half the overall median in New Zealand is one of the lowest among countries with available data. (20.2 %, rank 34/38 , 2021) Download Indicator
Compared to other countries with available data, earnings of 25-34 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 New Zealand. (100 Index, rank 30/30 , 2021) Download Indicator
Compared to other countries with available data, earnings of 25-64 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 New Zealand. (109 Index, rank 28/29 , 2021) Download Indicator
Compared to other countries with available data, earnings of 25-34 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 New Zealand. (99 Index, rank 29/29 , 2021) Download Indicator
Compared to other countries with available data, earnings of 25-34 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 New Zealand. (116 Index, rank 39/39 , 2021) Download Indicator
Compared to other countries with available data, earnings of 25-34 year-olds working full-time and full-year with bachelor's or equivalent attainment compared to those of adults without an upper secondary education are relatively low in New Zealand. (117 Index, rank 32/34 , 2021) Download Indicator
Earnings, gender and educational attainment
The earnings of men without an upper secondary education are relatively high compared to those of men with an upper secondary education. (92 Index, rank 4/40 , 2020) Download Indicator
The earnings of women without an upper secondary education are relatively high compared to those of women with an upper secondary education. (90 Index, rank 5/40 , 2020) Download Indicator
The difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite low. (130 Index, rank 38/40 , 2020) Download Indicator
The difference in earnings between 25-64 year-old women with tertiary education and those with upper secondary education is quite low. (129 Index, rank 37/40 , 2021) Download Indicator
Earnings of women as a percentage of men's earnings (45-54 year-olds with vocational upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the highest among countries with available data. (82.9 %, rank 5/28 , 2021) 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 New Zealand is relatively low (38 %, rank 34/36 , 2022) Download Indicator
The share of women with tertiary education neither in employment nor in education and training (25-29 year-olds) in New Zealand is relatively low. (5.8 %, rank 34/38 , 2022) Download Indicator
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.
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- 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.
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- 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.
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- 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.
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- 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.
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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.