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

Select first some countries to compare, choose the charts you wish to display and customise them.
Attainment
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. (29.1 %, rank 3/46 , 2020) Download Indicator
Education expectancy
In New Zealand, the expected years in education between ages 15 and 29 are comparatively short . (5.7 Years, rank 37/40 , 2020) Download Indicator
In New Zealand, the expected years in education between ages 15 and 29 are comparatively short for men. (5.7 Years, rank 36/40 , 2020) Download Indicator
For women, the expected years in education between ages 15 and 29 are relatively short in New Zealand. (5.7 Years, rank 36/40 , 2020) Download Indicator
Participation in education
The percentage of students in independent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (0 %, rank 28/30 , 2019) Download Indicator
The enrolment rate of 40-64 year-olds in New Zealand is one of the highest among OECD and partner countries with available data. (5.2 %, rank 3/41 , 2019) Download Indicator
The share of students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in upper secondary vocational programmes is one of the smallest among OECD and partner countries with available data. (0 %, rank 35/35 , 2019) Download Indicator
Graduation expectancy
The percentage of today's young people expected to obtain a master's or an equivalent degree before the age of 35 is one of the lowest among OECD countries and partner economies with available data. (7.6 %, rank 26/29 , 2019) Download Indicator
Excluding mobile students, New Zealand has one of the lowest percentages of young people expected to obtain a master's or an equivalent degree before the age of 30. (3.7 %, rank 26/27 , 2019) Download Indicator
The proportion of young people expected to be first-time graduates from post-secondary non-tertiary education before turning 30 is one of the highest among OECD countries and partner economies with available data. (21.2 %, rank 1/24 , 2019) Download Indicator
Graduation
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. (94.2 %, rank 5/35 , 2019) Download Indicator
In New Zealand, the percentage of master's or equivalent graduates in public institutions is one of the largest among OECD and partner countries with available data. (97.6 %, rank 5/35 , 2019) Download Indicator
The share of doctorate graduates in public institutions is relatively high in New Zealand. (100 %, rank 1/35 , 2019) Download Indicator
In New Zealand, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively small. (83.5 %, rank 22/24 , 2019) 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 2/39 , 2019) Download Indicator
In New Zealand, the share of female doctoral graduates in the field of business, administration and law is relatively high. (57.1 %, rank 4/43 , 2019) Download Indicator
In New Zealand, the proportion of male tertiary graduates in the field of arts and humanities is relatively large. (11.6 %, rank 5/43 , 2019) Download Indicator
In New Zealand, the share of female post-secondary non-tertiary graduates in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (6.3 %, rank 20/24 , 2019) Download Indicator
Graduation by age
The share of tertiary graduates younger than 30-years-old is one of the smallest among countries with available data. (78.1 %, rank 25/28 , 2019) Download Indicator
The average age of upper secondary graduates from vocational programmes in New Zealand is one of the highest among OECD and partner countries with available data (34.2 Years, rank 1/37 , 2019) Download Indicator
In New Zealand, the percentage of first-time master's graduates younger than 35 is relatively low. (73.5 %, rank 25/29 , 2019) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of information and communication technologies is one of the highest among OECD and partner countries with available data. (6.8 %, rank 5/43 , 2019) Download Indicator
Fields of education
In New Zealand, the percentage of new entrants to tertiary education in the field of engineering, manufacturing and construction is relatively low. (9.4 %, rank 35/37 , 2019) Download Indicator
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all national tertiary students in New Zealand is relatively low. (9.1 %, rank 32/34 , 2019) Download Indicator
In New Zealand,the share of male among new entrants in doctoral programmes enrolled in the field of education is relatively small. (24 %, rank 29/33 , 2019) Download Indicator
In New Zealand,the share of male among new entrants in doctoral programmes enrolled in the field of natural sciences, mathematics ans statistics is relatively small. (45.8 %, rank 30/34 , 2019) Download Indicator
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. (63.9 %, rank 29/32 , 2019) Download Indicator
Student mobility
New Zealand has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (20.8 %, rank 3/44 , 2019) Download Indicator
In New Zealand, the number of international or foreign students per national student abroad is one of the highest among OECD and partner countries with available data. (10 Students, rank 4/44 , 2019) 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. (6.5 %, rank 1/75 , 2019) Download Indicator
In New Zealand, the proportion of international graduates among bachelor's first-time graduates is relatively high. (28.8 %, rank 2/29 , 2019) Download Indicator
In New Zealand, the proportion of international graduates among first-time doctorate graduates is relatively high. (54.4 %, rank 3/28 , 2019) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in New Zealand is relatively high. (35.1 %, rank 4/33 , 2019) Download Indicator
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. (5.5 %, rank 31/34 , 2019) Download Indicator
Adult participation in non-formal education
In New Zealand, the proportion of employed adults participating in non-formal education and training is high compared to other OECD and partner countries. (73.9 %, rank 1/36 , 2016) Download Indicator
In New Zealand, the proportion of adults employed in enterprises of 1-9 persons and participating in non-formal education and training is high compared to other OECD and partner countries. (62.8 %, rank 2/36 , 2016) Download Indicator
In New Zealand, the proportion of adults employed in enterprises of over 249 persons and participating in non-formal education and training is high compared to other OECD and partner countries. (85.2 %, rank 1/35 , 2016) Download Indicator
In New Zealand, the proportion of adults employed in the private sector and participating in non-formal education and training is high compared to other OECD and partner countries. (65.2 %, rank 3/36 , 2016) Download Indicator
In New Zealand, the proportion of adults employed in the public sector and participating in non-formal education and training is high compared to other OECD and partner countries. (85.3 %, rank 1/36 , 2016) Download Indicator
The percentage of employed adults participating in job-related non-formal education and training sponsored by the employer is relatively high. (62.1 %, rank 2/36 , 2016) Download Indicator
In New Zealand, the proportion of adults employed in enterprises of 1-9 persons and participating in job-related non-formal education and training sponsored by the employer is high compared to other OECD and partner countries. (47.5 %, rank 2/36 , 2016) Download Indicator
In New Zealand, the proportion of adults employed in enterprises of over of 249 persons and participating in job-related non-formal education and training sponsored by the employer is high compared to other OECD and partner countries. (73.9 %, rank 2/34 , 2016) Download Indicator
Expenditure in education and national wealth
In New Zealand, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (6.2 %, rank 3/37 , 2018) Download Indicator
In New Zealand, public and private expenditure on primary, secondary and post-secondary non-tertiary educational institutions as a percentage of GDP is comparatively high. (4.5 %, rank 4/37 , 2018) Download Indicator
In New Zealand, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (1.5 %, rank 5/37 , 2018) Download Indicator
In New Zealand, the public expenditure as a percentage of GDP from initial source of funds on primary to post-secondary non-tertiary level is high. (3.8 %, rank 5/26 , 2018) Download Indicator
In New Zealand, the private expenditure as a percentage of GDP from initial source of funds on primary to post-secondary non-tertiary level is high . (0.7 %, rank 3/25 , 2018) Download Indicator
In New Zealand, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0 USD Equivalent, rank 2/29 , 2018) Download Indicator
The public expenditure as a percentage of GDP from initial source of funds at primary to tertiary education is relatively high in New Zealand. (5 %, rank 4/25 , 2018) Download Indicator
The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively large in New Zealand. (1.2 %, rank 5/25 , 2018) Download Indicator
Public and private expenditure in education
In New Zealand, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively high. (13.5 %, rank 5/41 , 2018) Download Indicator
In New Zealand, international expenditure on educational institutions as a percentage of total expenditure on tertiary education is relatively low. (0 %, rank 27/31 , 2018) Download Indicator
In New Zealand, international expenditure on educational institutions as a percentage of total expenditure on primary to tertiary education is relatively low. (0 %, rank 27/31 , 2018) Download Indicator
In New Zealand, the relative share of private expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (15.1 %, rank 5/26 , 2018) Download Indicator
The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively small in New Zealand. (0 %, rank 26/29 , 2018) Download Indicator
The relative share of international expenditure on tertiary education from initial source of funds in New Zealand is one of the lowest among OECD and partner countries with available data. (0 %, rank 26/29 , 2018) Download Indicator
Nature of expenditure
In New Zealand, the share of capital expenditure on post-secondary non-tertiary education is comparatively low. (1.8 %, rank 14/17 , 2018) Download Indicator
In New Zealand, the share of current expenditure on post-secondary non-tertiary education is comparatively high . (98.2 %, rank 4/17 , 2018) Download Indicator
The percentage of capital expenditure on tertiary education is relatively in New Zealand. (1.6 %, rank 31/32 , 2018) Download Indicator
The percentage of current expenditure on tertiary education is relatively in New Zealand. (98.4 %, rank 1/32 , 2018) Download Indicator
Who the teachers are
The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the largest among OECD and partner countries with available data. (51.6 %, rank 5/32 , 2019) Download Indicator
The share of women among teaching staff in tertiary education is one of the largest among OECD and partner countries with available data. (51.9 %, rank 5/39 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in tertiary education is especially high in New Zealand. (49.3 %, rank 5/33 , 2019) 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. (7 Years, rank 27/27 , 2020) 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. (5.9 Ratio, rank 37/38 , 2019) 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. (16.4 Ratio, rank 5/40 , 2019) Download Indicator
The ratio of students to teaching staff at the upper secondary level in government-dependent private institutions is especially low in New Zealand. (10.5 Ratio, rank 16/20 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds without upper secondary education is comparatively high. (70.8 %, rank 2/44 , 2020) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old women with below upper secondary education is compartively high in New Zealand. (56.5 %, rank 4/43 , 2020) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is one of the lowest of all OECD countries and partner economies for which data are available. (3.9 %, rank 36/38 , 2020) Download Indicator
The employment rate among 25-34 year-old men with vocational upper secondary or a post-secondary non-tertiary education is comparatively low. (3.3 %, rank 29/33 , 2020) Download Indicator
Earnings and educational attainment
The earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (90 Index, rank 3/37 , 2019) 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. (106 Index, rank 27/28 , 2019) 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. (149 Index, rank 30/33 , 2019) Download Indicator
Earnings, gender and educational attainment
The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (77.9 %, rank 5/28 , 2019) Download Indicator
The difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite low. (131 Index, rank 34/37 , 2019) 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 34/37 , 2019) Download Indicator
Participation in education by gender
The share of female students entering bachelor's programmes in New Zealand is relatively large. (57.9 %, rank 5/44 , 2019) 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. (55.7 %, rank 4/42 , 2019) Download Indicator
Excluding international students, New Zealand has one of the lowest percentages of men expected to enter master's programmes before turning 30. (3.2 %, rank 31/33 , 2019) Download Indicator
Excluding international students, New Zealand has one of the lowest percentages of women expected to enter master's programmes before the age of 30. (5.4 %, rank 31/33 , 2019) Download Indicator
The proportion of men (excluding international students) expected to enter master's programmes before the age of 25 is one of the smallest among OECD countries and partner economies with available data. (0.4 %, rank 26/30 , 2019) Download Indicator
Entrance
Excluding international students, New Zealand has one of the lowest percentages of young people expected to enter master's programmes before turning 30. (4.3 %, rank 31/33 , 2019) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
Visualisations



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



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



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



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







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