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

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Who the teachers are
Teachers' age in upper secondary education is relatively old in Slovenia compared to other OECD and partner countries with available data. (47.7 Years, rank 2/12 , 2018) Download Indicator
In Slovenia, the percentage of teachers aged 50 and above in upper secondary education is especially important. (45.4 %, rank 2/12 , 2018) Download Indicator
In Slovenia, the total number of years working as a teacher in upper secondary education is relatively important . (20.2 Years, rank 2/12 , 2018) Download Indicator
In Slovenia, the number of years teachers worked in other non-educational roles is longer in upper secondary compared to lower secondary level. (2.1 Years, rank 1/8 , 2018) Download Indicator
In Slovenia, the share of female teachers in upper secondary education is especially high. (70 %, rank 1/12 , 2018) Download Indicator
In Slovenia, the share of female teachers who teaches VET at upper secondary level is relatively important . (15.6 %, rank 4/12 , 2018) Download Indicator
The percentage of male teachers who teaches VET at upper secondary level is relatively important in Slovenia. (24.9 %, rank 3/12 , 2018) Download Indicator
Who the principals are
The percentage of female principals in upper secondary education is one of the highest in Slovenia among all OECD and partner countries with available data. (62.1 %, rank 2/12 , 2018) Download Indicator
Initial and induction training of teachers
In Slovenia, less novice teachers had an assigned mentor at the current school. (5.4 %, rank 49/50 , 2018) Download Indicator
The percentage of upper secondary teachers who were instructed on subject content, pedagogy and classroom practice is especially low in Slovenia. (59.6 %, rank 12/12 , 2018) Download Indicator
The share of teachers in Slovenia that have received instruction on subject content, pedagogy and classroom practice is comparatively less in upper secondary than in lower secondary education. (-23.1 % points, rank 10/10 , 2018) Download Indicator
The share of upper secondary teachers who participated in some kind of induction at their current school is one of the highest in Slovenia among all OECD and partner countries with available data. (53.7 %, rank 4/12 , 2018) Download Indicator
In upper secondary education, the percentage of teachers teaching science with training in the subject is especially low in Slovenia. (76.7 %, rank 9/12 , 2018) Download Indicator
Professional development of teachers
A large percentage of teachers attended courses/seminars in person in the 12 months prior to the survey. (92.8 %, rank 4/50 , 2018) Download Indicator
In Slovenia, the percentage of upper secondary teachers who attended at least one professional development activity in the last year is especially important. (98.7 %, rank 1/12 , 2018) Download Indicator
The share of principals in upper secondary education who attended at least one professional development activity in the last year is especially large in Slovenia. (100 %, rank 1/12 , 2018) Download Indicator
In Slovenia, the same proportion of principals attended at least one professional development activity in the last year in upper secondary compared to lower secondary education. (0 % points, rank 2/2 , 2018) Download Indicator
Professional development of principals
Among TALIS countries, Slovenia has a higher proportion of principals who participated in at least one professional development activity in the 12 months prior to the survey. (100 %, rank 1/49 , 2018) Download Indicator
Teacher appraisal and feedback
Slovenia has a relative low proportion of teachers whose school principals report that their teachers' formal appraisal can result in an increase in a teacher's salary or payment of a financial bonus (school management having significant responsibility over the determination of teachers' salary increases). (19.7 %, rank 37/40 , 2018) Download Indicator
Teachers' practices
Teachers report spending more individual time planning and preparing lessons. (8.6 Hours/week, rank 4/50 , 2018) Download Indicator
A small proportion of teachers report to 'frequently' or 'always' have students work in small groups to come up with a joint solution to a problem or task. (28.4 %, rank 48/50 , 2018) Download Indicator
A small proportion of teachers report to 'frequently' or 'always' give students projects that require at least one week to complete. (11.6 %, rank 47/50 , 2018) Download Indicator
A small proportion of teachers report to 'frequently' or 'always' provide written feedback on student work in addition to a mark. (25.1 %, rank 49/50 , 2018) Download Indicator
Teachers' autonomy, collegiality and collaboration
A small share of upper secondary teachers report engaging in collaborative professional learning at least once a month in Slovenia. (15.8 %, rank 9/12 , 2018) Download Indicator
In Slovenia, the percentage of teachers who report engaging in collaborative professional learning at least once a month is smaller in upper secondary compared to lower secondary education. (-9.8 % points, rank 6/7 , 2018) Download Indicator
In Slovenia, the difference in the percentage of teachers who report engaging in discussions about the learning development of specific students is one of the largest in upper secondary compared to lower secondary education. (-17.7 % points, rank 9/9 , 2018) Download Indicator
The percentage of upper secondary teachers who report that they can rely on each other is one of the lowest in Slovenia among all OECD and partner countries with available data. (79.6 %, rank 9/12 , 2018) Download Indicator
In Slovenia, the share of teachers who report that they can rely on each other is smaller in upper secondary compared to lower secondary education. (-6.3 % points, rank 9/9 , 2018) Download Indicator
ICT for teaching
In Slovenia, less teachers report a high level of need for professional development aimed at developing their ICT skills for teaching. (8.5 %, rank 46/49 , 2018) Download Indicator
Compared to other TALIS countries, a smaller proportion of school leaders report a shortage or inadequacy of digital technology for instruction. (4.2 %, rank 48/49 , 2018) Download Indicator
In Slovenia, the share of upper secondary teachers who received formal training in using ICT for teaching is relatively low . (43.7 %, rank 11/12 , 2018) Download Indicator
In Slovenia, the share of upper secondary teachers who feel well prepared in using ICT for teaching is relatively high . (65.7 %, rank 4/12 , 2018) Download Indicator
A small share of upper secondary teachers report that they frequently or always let students use ICT for projects or class work in Slovenia. (43.2 %, rank 11/12 , 2018) Download Indicator
The percentage of teachers in Slovenia who report a high need for professional development in using ICT for teaching is more important in upper secondary compared to lower secondary level. (3 % points, rank 1/6 , 2018) Download Indicator
A small proportion of upper secondary principals report that the delivery of quality instruction is hindered by a shortage of teachers with competencies in teaching students with special needs in Slovenia. (7.8 %, rank 9/12 , 2018) Download Indicator
Teaching in multicultural settings
"Teaching in a multicultural or multilingual setting" was included in a lower proportion of teachers' formal education or training in Slovenia. (11.9 %, rank 50/50 , 2018) Download Indicator
Teaching in vocational education and training
In Slovenia, the percentage of upper secondary teachers in VET schools who reported that their initial training included all the areas of content, pedagogy and classroom practice is especially low. (55.1 %, rank 10/11 , 2018) Download Indicator
In Slovenia, the percentage of upper secondary teachers in non-VET schools who reported that their initial training included all the areas of content, pedagogy and classroom practice is especially low. (68.5 %, rank 11/11 , 2018) Download Indicator
The percentage of VET teachers in upper secondary education who report that they frequently or always ask students to decide on their own procedures for solving complex tasks is relatively low in Slovenia. (26.5 %, rank 12/12 , 2018) Download Indicator
The proportion of non-VET teachers in upper secondary education who report that they frequently or always ask students to decide on their own procedures for solving complex tasks is relatively small in Slovenia. (23.9 %, rank 12/12 , 2018) Download Indicator
Classroom management
"Student behaviour and classroom management" was included in a lower proportion of teachers' formal education or training. (36.9 %, rank 50/50 , 2018) Download Indicator
Teachers' satisfaction with their jobs
A smaller proportion of teachers believe that the teaching profession is valued in society. (5.6 %, rank 48/50 , 2018) Download Indicator
In Slovenia, there is a small share of upper secondary teachers who think that the teaching profession is valued by society. (9.8 %, rank 12/12 , 2018) Download Indicator
The share of upper secondary teachers who report that they are satisfied with their salary is one of the smallest in Slovenia among all OECD and partner countries with available data. (27.2 %, rank 9/12 , 2018) Download Indicator
In Slovenia, the share of teachers who reported being satisfied with their salary is more important in upper secondary compared to lower secondary education. (-4.6 % points, rank 3/3 , 2018) Download Indicator
In Slovenia, the share of upper secondary teachers who report being satisfied with the terms of their teaching contract apart from salary is relatively large. (75.7 %, rank 2/12 , 2018) Download Indicator
In upper secondary education, the share of teachers reporting there is a collaborative culture characterised by mutual support is larger in Slovenia compared to other OECD and partner countries with available data. (85.6 %, rank 3/12 , 2018) Download Indicator
In Slovenia, a large share of upper secondary teachers report that their school provides staff with opportunities to actively participate in school decisions. (78.4 %, rank 2/12 , 2018) Download Indicator
In upper secondary education, a low percentage of teachers report that they experience a lot of stress in their work in Slovenia. (11.9 %, rank 9/12 , 2018) Download Indicator
Teachers’ working conditions, mobility and risk of attrition
In Slovenia, the proportion of teachers who have a permanent contract in upper secondary education is one of the largest among all OECD and partner countries with available data. (91.1 %, rank 4/12 , 2018) Download Indicator
In Slovenia, there is a large share of full-time teachers in upper secondary level. (88.3 %, rank 4/12 , 2018) Download Indicator
General findings
- Across OECD countries and economies participating in TALIS, teachers are 44 years old and principals are 52 years old, on average. Furthermore, 20% of principals across the OECD are aged 60 and above.
- In the OECD countries and economies participating in TALIS, 47% of principals are women, compared to 68% of teachers.
Visualisations



- In OECD countries and economies participating in TALIS, 65% of teachers report frequently calming students who are disruptive and 84% report frequently explaining how new and old topics are related.
- During a typical lesson, teachers spend 78% of classroom time on actual teaching and learning, on average in the OECD countries and economies participating in TALIS.
- In the past five to ten years, classroom time spent on actual teaching and learning has decreased in about half of the countries and economies participating in TALIS.
- 84% of teachers report having control over determining course content in their class, on average across in OECD countries and economies participating in TALIS.
- 81% of teachers say that they work in a collaborative school culture characterised by mutual support, on average in OECD countries and economies participating in TALIS. Furthermore, 59% of principals took actions on a regular basis to support co-operation among teachers to develop new teaching practices in the 12 months prior to the survey.
- On average in OECD countries and economies participating in TALIS, only 21% of teachers report participating in collaborative professional learning at least once a month and 28% engage in team-teaching with the same frequency.
- About half of teachers in the OECD countries and economies participating in TALIS "frequently" or "always" let students use ICT for projects or class work, but 25% of school principals report that delivery of quality instruction in their school is hindered by a shortage or inadequacy of digital technology for instruction.
- In the OECD countries and economies participating in TALIS, 27% of teachers work in classes with at least 10% of students with special needs (i.e. those for whom a special learning need has been formally identified because they are mentally, physically, or emotionally disadvantaged). But, 32% of school principals report that delivery of quality instruction in their school is hindered by a shortage of teachers with competence in teaching students with special needs.
Visualisations



- During their initial education and training, 79% of teachers in the OECD countries and economies participating in TALIS were instructed on subject content, pedagogy and classroom. Only 42% of teachers report having participated in some kind of formal or informal induction when they joined their current school.
- In the OECD countries and economies participating in TALIS, taking part in some kind of in-service training is commonplace among teachers and principals, with 94% of teachers and 99% of principals attending at least one professional development activity in the year prior to the survey.
Visualisations



- Across OECD countries and economies participating in TALIS, 26% of teachers "agree" or "strongly agree" with the statement that their profession is valued in society. Between 2013 and 2018, the percentage of teachers reporting that the profession is valued in society has increased in almost half of the countries and economies with available data.
- Nine out of ten teachers and 95% of school leaders report that, all in all, they are satisfied with their job, on average in OECD countries and economies participating in TALIS.
- 39% of teachers and 47% of school leaders report being satisfied with their salaries, on average in OECD countries and economies.
Visualisations



- Across OECD countries and economies participating in TALIS, 82% of teachers have a permanent contract while 12% of teacher are employed on contracts of one year or less.
- 18% of teachers report experiencing stress in their work "a lot", on average in OECD countries and economies participating in TALIS. 49% of teachers report that having too much administrative work is a source of stress they experience at work "quite a bit" or "a lot".
- A quarter of teachers report that they would like to leave teaching within the next five years, on average across the OECD countries and economies participating in TALIS. Furthermore, 14% of teachers age 50 or would like to leave teaching in the next five years.
Visualisations



- Only 10% of teachers report that they have never received feedback in their schools. On average across the OECD, the forms of feedback most commonly used are based on classroom observations and students' school-based and classroom-based results.
- 71% of teachers who received feedback in the 12 months prior to the survey report that it had a positive impact on their teaching practice. In all countries and economies participating in TALIS, teachers who report receiving feedback based on multiple methods are more likely to find that the feedback they received had a positive impact on their teaching.
- The proportion of teachers who work in schools where appraisal can result in a salary increase or financial bonus is 55% in schools where school management has responsibility over salaries. In schools where school management does not have responsibility over salaries, the proportion is only 30%.
Visualisations



- The proportion of female teachers represents over three quarters of the primary teaching force (TALIS average 78%), which is higher than the proportion in lower secondary education of 63%.
- Less than half of teachers (46% on average) cited receiving formal training in facilitating transitions from early childhood education to primary education. However, a slightly smaller share of teachers (38%) said they felt well or very well prepared in this area.
- Thirty-seven percent (37%) of teachers report modifying lessons for students with special needs is a source of stress "quite a bit" or "a lot" in primary in contrast to 29% in lower secondary.
- Teachers in upper secondary education reported being involved in fewer collaborative activities than their peers in lower secondary education. Teaching jointly as a team in the same class shows significant decreases among teachers in upper secondary (5 percentage points difference).
- Almost a quarter of teachers (23%) in upper secondary education stated they would like to leave teaching in the next five years. Teachers satisfied with their salaries and terms of employment, and who consider the school provides opportunities to engage in discussion and has a collaborative culture are less likely to state they will leave teaching.
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.