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) |
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Attainment
The proportion of 25-64 year-olds who have attained a vocational upper secondary or post-secondary qualification is one of the lowest among OECD and partner countries with available data. (7.9 %, rank 31/34 , 2020) Download Indicator
The proportion of 55-64 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (2.2 %, rank 33/34 , 2020) Download Indicator
Participation in education
The percentage of students in government-dependent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (0 %, rank 19/22 , 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 largest among OECD and partner countries with available data. (100 %, rank 1/35 , 2019) Download Indicator
Graduation expectancy
The proportion of young people expected to be first-time graduates from post-secondary non-tertiary education before turning 30 is one of the lowest among OECD countries and partner economies with available data. (1 %, rank 20/24 , 2019) Download Indicator
Graduation
In Portugal, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively important . (100 %, rank 1/24 , 2019) Download Indicator
Graduation by gender
In Portugal, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively high. (40.9 %, rank 4/44 , 2019) Download Indicator
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Portugal is relatively low. (30.2 %, rank 24/25 , 2019) Download Indicator
In Portugal, the share of female tertiary graduates in the field of sciences, technology, engineering and mathematics is one of the largest among OECD and partner countries with available data. (17.6 %, rank 5/38 , 2019) Download Indicator
The share of male tertiary graduates in the field of education is relatively low in Portugal. (1.9 %, rank 41/43 , 2019) Download Indicator
Graduation by age
The average age of upper secondary graduates from general programmes in Portugal is one of the highest among OECD and partner countries with available data (21.4 Years, rank 1/38 , 2019) Download Indicator
In Portugal, the percentage of first-time master's graduates younger than 35 is relatively high. (93.5 %, rank 5/29 , 2019) Download Indicator
In Portugal, the percentage of first-time doctorate graduates younger than 35 is relatively low. (41.6 %, rank 27/29 , 2019) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in education is one of the lowest among OECD and partner countries. (5.9 %, rank 42/43 , 2019) Download Indicator
The percentage of tertiary graduates in the field of education is one of the lowest among OECD and partner countries with available data. (4.2 %, rank 43/44 , 2019) Download Indicator
The percentage of tertiary graduates in the field of information and communication technologies is one of the lowest among OECD and partner countries with available data. (2.3 %, rank 39/43 , 2019) Download Indicator
The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (19.6 %, rank 5/44 , 2019) Download Indicator
In Portugal, the proportion of upper secondary vocational graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (15.6 %, rank 31/34 , 2019) Download Indicator
In Portugal, the proportion of upper secondary vocational graduates in the field of services is one of the highest among OECD and partner countries with available data. (27 %, rank 5/34 , 2019) Download Indicator
In Portugal, the percentage of post-secondary non-tertiary vocational graduates in the field of business, aministration and law is relatively low. (7.8 %, rank 20/24 , 2019) Download Indicator
Fields of education
In Portugal, the percentage of new entrants to tertiary education in the field of education is relatively low. (3.5 %, rank 34/37 , 2019) Download Indicator
In Portugal, the percentage of new entrants to tertiary education in the field of information and communication technologies (ICTs) is relatively low. (3.2 %, rank 34/36 , 2019) Download Indicator
The percentage of students enrolled in the field of education among all national tertiary students in Portugal is relatively low. (3.2 %, rank 34/34 , 2019) Download Indicator
The percentage of students enrolled in the field of information and communication technologies among all national tertiary students in Portugal is relatively low. (2.7 %, rank 40/42 , 2019) Download Indicator
In Portugal,the share of male among new entrants in doctoral programmes enrolled in the field of engineering, manufacturing and construction is relatively small. (63.5 %, rank 30/34 , 2019) Download Indicator
Student mobility
In Portugal, international or foreign students from Africa are highest represented among all international or foreign students, compared to other OECD and partner countries with available data. (29.9 %, rank 5/75 , 2019) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of information and communication technologies among all international or foreign tertiary students in Portugal is relatively low. (2.7 %, rank 40/42 , 2019) Download Indicator
Adult learning
The annual training costs per participant are one of the lowest across OECD countries and partner countries. (967.9 %, rank 21/25 , 2015) Download Indicator
In enterprises of 10-49 employed persons, the annual training costs per participant are relatively low in Portugal. (807.1 %, rank 22/25 , 2015) Download Indicator
Expenditure in education and national wealth
In Portugal, international expenditure as a percentage of GDP on primary to post-secondary non-tertiary education from initial source of funds is relatively high. (0.1 %, rank 3/28 , 2018) Download Indicator
The average annual growth in the number of full-time equivalent student (2012 to 2018) at primary, secondary and post-secondary non-tertiary level is comparatively small in Portugal. (-1.8 %, rank 35/37 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on educational institutions at primary, secondary and post-secondary non-tertiary level is relatively low in Portugal. (-1.1 %, rank 30/31 , 2018) Download Indicator
In Portugal, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0 USD Equivalent, rank 2/29 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student from primary to tertiary education is one of the smallest in Portugal among OECD and partner countries with available data. (-1.7 %, rank 32/35 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on primary to tertiary education in Portugal is one of the smallest among OECD and partner countries with available data. (-1.1 %, rank 29/30 , 2018) Download Indicator
In Portugal, international expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively large . (0.1 %, rank 4/30 , 2018) Download Indicator
Public and private expenditure in education
The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively large in Portugal. (4.3 %, rank 5/29 , 2018) Download Indicator
The relative share of international expenditure on tertiary education from initial source of funds in Portugal is one of the highest among OECD and partner countries with available data. (10.4 %, rank 5/29 , 2018) Download Indicator
Nature of expenditure
In Portugal, the share of capital expenditure on primary education is one of the smallest among OECD and partner countries with available data. (4.1 %, rank 29/33 , 2018) Download Indicator
In Portugal, the share of current expenditure on primary education is one of the largest among OECD and partner countries with available data. (95.9 %, rank 5/33 , 2018) Download Indicator
The share of capital expenditure for primary to tertiary education in Portugal is one of the lowest among OECD and partner countries with available data. (5.8 %, rank 27/31 , 2018) Download Indicator
The share of current expenditure for primary to tertiary education in Portugal is one of the highest among OECD and partner countries with available data. (94.2 %, rank 5/31 , 2018) Download Indicator
Teachers
The number of days of instruction in a school year in pre-primary school is especially low. (177 Days, rank 24/26 , 2020) Download Indicator
Who the teachers are
The percentage of primary teachers younger than 30 is especially low. (1.4 %, rank 37/38 , 2019) Download Indicator
The percentage of lower secondary teachers younger than 30 is especially low. (1 %, rank 35/35 , 2019) Download Indicator
The percentage of upper secondary teachers younger than 30 is especially low. (1.8 %, rank 36/37 , 2019) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially low. (1.4 %, rank 37/37 , 2019) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially high. (45.8 %, rank 5/37 , 2019) Download Indicator
In Portugal, the share of female teachers younger than 30 in tertiary education is relatively small . (44 %, rank 30/33 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in upper secondary education is especially high in Portugal. (69.7 %, rank 5/37 , 2019) Download Indicator
Teachers' salaries
The ratio of pre-primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.48 Ratio, rank 1/21 , 2020) Download Indicator
The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.33 Ratio, rank 3/25 , 2020) Download Indicator
The change between 2003 and 2013 in statutory salaries for upper secondary teachers with 15 years of experience and minimum training is comparatively small in Portugal. (95 Index, rank 20/24 , 2020) 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. (1.55 Ratio, rank 1/21 , 2020) 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. (1.12 Ratio, rank 3/21 , 2020) 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 Portugal. (1.37 Ratio, rank 3/21 , 2020) Download Indicator
The change in statutory pre-primary teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in their careers is comparatively small in Portugal. (95 Index, rank 16/20 , 2020) Download Indicator
Teachers' salaries progression
The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the most rewarding among OECD and partner countries with available data. (2.16 Ratio, rank 2/34 , 2020) Download Indicator
Principals' salaries
Lower-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Portugal. (1.88 Ratio, rank 2/22 , 2020) Download Indicator
Ratio of student to teaching staff
The ratio of students to teaching staff at the upper secondary level is especially low. (9.2 Ratio, rank 40/42 , 2019) Download Indicator
The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (9.2 Ratio, rank 33/37 , 2019) Download Indicator
In Portugal, the number of students per teacher in public lower secondary education is one of the lowest among OECD and partner countries with available data. (8.7 Ratio, rank 36/40 , 2019) Download Indicator
In Portugal, the number of students per teacher in public upper secondary education is one of the lowest among OECD and partner countries with available data. (9.1 Ratio, rank 40/42 , 2019) Download Indicator
In Portugal, the number of students per teacher in all public secondary education is one of the lowest among OECD and partner countries with available data. (8.9 Ratio, rank 36/38 , 2019) Download Indicator
Organisation of the education system
The number of instruction days per year for lower secondary students is one of the lowest among OECD and partner countries with available data. (167 Days, rank 34/37 , 2021) Download Indicator
Class size
In independent private institutions at primary education level, classes are one of the largest in Portugal among OECD and partner countries with available data. (20 Students, rank 5/20 , 2018) Download Indicator
In independent private institutions at lower secondary level, classes are one of the largest in Portugal among OECD and partner countries with available data. (23 Students, rank 4/20 , 2018) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds without upper secondary education is comparatively high. (69.7 %, rank 4/44 , 2020) Download Indicator
The employment rate among 25-34 year-olds with below upper secondary education is compartively high in Portugal. (73.1 %, rank 2/43 , 2020) Download Indicator
The employment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (78.7 %, rank 4/40 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (83.3 %, rank 5/34 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (81 %, rank 2/40 , 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 Portugal. (64.5 %, rank 2/43 , 2020) Download Indicator
Unemployment and educational attainment
The inactivity rate of 25-34 years-old adults with below upper secondary education is low in Portugal. (18 %, rank 42/43 , 2020) Download Indicator
The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Portugal. (9.4 %, rank 43/43 , 2020) Download Indicator
In Portugal, the inactivity rate of 25-34 year-olds with vocational upper secondary or post-secondary non-tertiary education is relatively low. (7.2 %, rank 31/33 , 2020) Download Indicator
In Portugal, the inactivity rate of 25-34 year-olds with general upper secondary or post-secondary non-tertiary education is relatively low. (11.9 %, rank 38/39 , 2020) Download Indicator
Earnings and educational attainment
Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is low. (95 Index, rank 28/29 , 2019) Download Indicator
Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (169 Index, rank 4/34 , 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. (100 Index, rank 28/28 , 2019) Download Indicator
The gap in average earnings between 25-64 year-old women with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the highest among OECD and partner countries with available data. (170 Index, rank 4/34 , 2019) Download Indicator
In Portugal, 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. (93 Index, rank 29/29 , 2019) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full- and part-time with a short cycle tertiary education are comparatively low. (94 Index, rank 27/28 , 2019) Download Indicator
Neither in education nor employed
In Portugal, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively small. (3 %, rank 35/38 , 2020) Download Indicator
Participation in education by gender
The share of female students entering short-cycle tertiary programmes in Portugal is comparatively small. (38.6 %, rank 36/39 , 2019) Download Indicator
Entrance
In Portugal, the average age of new entrants in short-cycle programmes is one of the lowest among OECD and partner countries with available data. (21.2 Years, rank 28/32 , 2019) Download Indicator
In Portugal, the average age of new entrants in master's long first degree (LFD) programmes is one of the lowest among OECD and partner countries with available data. (19.4 Years, rank 20/24 , 2019) Download Indicator
In Portugal, the percentage of new entrants in short-cycle tertiary programmes younger than 25 is relatively high. (88.3 %, rank 5/32 , 2019) Download Indicator
In Portugal, the proportion of first-time entrants into doctorate's or equivalent programmes before the age of 30 is one of the smallest among OECD and partner countries with available data. (34.4 %, rank 33/35 , 2019) Download Indicator
The share of young people expected to enter master's programmes before the age of 30 is one of the largest among OECD and partner countries with available data. (31.8 %, rank 2/38 , 2019) Download Indicator
Excluding international students, Portugal has one of the highest percentages of young people expected to enter master's programmes before turning 30. (27.1 %, rank 3/33 , 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.
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- 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.
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- 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.
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- 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.
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- 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
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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/
*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.