Country
Data profiles:
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| 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 2022) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| 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 by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is one of the lowest among OECD countries and partner economies with available data. (6.1 %, rank 25/29 , 2021) Download Indicator
Participation in education
The enrolment rate of 20-24 year-olds in Australia is one of the highest among OECD and partner countries with available data. (53.3 %, rank 4/41 , 2020) Download Indicator
The enrolment rate of 40-64 year-olds in Australia is one of the highest among OECD and partner countries with available data. (6.3 %, rank 1/40 , 2020) Download Indicator
In Australia, the share of part-time students in short-cycle programmes is relatively large. (59.6 %, rank 5/28 , 2018) Download Indicator
The enrolment rate of students aged 17 in general upper secondary programmes in Australia is one of the highest among OECD and partner countries with available data. (81.7 %, rank 4/42 , 2020) Download Indicator
The enrolment rate of students aged 17 in post-secondary non-tertiary programmes in Australia is one of the highest among OECD and partner countries with available data. (0.7 %, rank 3/30 , 2020) Download Indicator
The enrolment rate of students aged 17 in vocational upper secondary programmes in Australia is one of the lowest among OECD and partner countries with available data. (5.5 %, rank 34/38 , 2020) Download Indicator
The enrolment rate of students aged 18 in post-secondary non-tertiary programmes in Australia is one of the highest among OECD and partner countries with available data. (2.3 %, rank 4/30 , 2020) Download Indicator
In Australia, the percentage of students enrolled in private institutions at pre-primary level is comparatively high. (85.8 %, rank 3/43 , 2020) Download Indicator
Graduation
The percentage of first-time master's graduates is relatively high in Australia. (26.1 %, rank 2/24 , 2020) Download Indicator
Graduation by gender
In Australia, the share of female tertiary graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (6.7 %, rank 36/40 , 2020) Download Indicator
In Australia, the proportion of male tertiary graduates in the field of social sciences, journalism and information is relatively small. (4.2 %, rank 39/41 , 2020) Download Indicator
In Australia, the share of male tertiary graduates in the field of business, administration and law is one of the largest among OECD and partner countries with available data. (40.3 %, rank 1/41 , 2020) Download Indicator
In Australia, the percentage of female post-secondary non-tertiary graduates in the field of health and welfare is relatively small. (71.5 %, rank 18/21 , 2020) Download Indicator
In Australia, the percentage of female post-secondary non-tertiary graduates in the field of business, administration and law is relatively small. (57.5 %, rank 20/24 , 2020) Download Indicator
Graduation by age
In Australia, the average age of post-secondary non-tertiary graduates from vocational programmes is one of the highest among OECD and partner countries with available data (36.5 Years, rank 4/23 , 2020) Download Indicator
The average age of upper secondary graduates from vocational programmes in Australia is one of the highest among OECD and partner countries with available data (31.9 Years, rank 3/36 , 2020) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (5.6 %, rank 36/40 , 2020) Download Indicator
The percentage of tertiary graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (36.6 %, rank 3/40 , 2020) Download Indicator
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. (7.3 %, rank 5/40 , 2020) Download Indicator
In Australia, the proportion of upper secondary vocational graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (23.5 %, rank 5/33 , 2020) Download Indicator
In Australia, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0.6 %, rank 37/40 , 2020) Download Indicator
Fields of education
In Australia, the percentage of new entrants to tertiary education in the field of social sciences, journalism and information is relatively low. (6.3 %, rank 33/36 , 2020) Download Indicator
In Australia, the percentage of new entrants to tertiary education in the field of engineering, manufacturing and construction is relatively low. (8.4 %, rank 36/36 , 2020) Download Indicator
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all national tertiary students in Australia is relatively low. (8.2 %, rank 35/35 , 2020) Download Indicator
The percentage of students enrolled in the field of services among all national tertiary students in Australia is relatively low. (1.7 %, rank 31/35 , 2020) Download Indicator
In Australia, the share of new entrants to tertiary education in the field of services is comparatively small. (1.7 %, rank 32/36 , 2020) Download Indicator
Student mobility
Australia has a large share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (48.4 %, rank 1/29 , 2020) Download Indicator
Australia has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (26 %, rank 2/44 , 2020) Download Indicator
In Australia, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively large. (7.2 %, rank 3/80 , 2020) Download Indicator
In Australia, the number of international or foreign students per national student abroad is one of the highest among OECD and partner countries with available data. (34 Students, rank 1/38 , 2020) Download Indicator
In Australia, 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. (0.8 %, rank 4/74 , 2020) Download Indicator
In Australia, the proportion of international graduates among bachelor's first-time graduates is relatively high. (29.5 %, rank 1/30 , 2020) Download Indicator
The proportion of international students among the new entrants in master's programmes in Australia is relatively high compared to other OECD and partner countries. (47.3 %, rank 3/35 , 2020) Download Indicator
In Australia, the proportion of international or foreign students enrolled in bachelor's programmes is one of the largest among OECD and partner countries with available data. (15.5 %, rank 4/38 , 2020) Download Indicator
In Australia, the proportion of international or foreign students enrolled in master's programmes is one of the largest among OECD and partner countries with available data. (49.8 %, rank 2/38 , 2020) Download Indicator
In Australia, the proportion of international or foreign students enrolled in short-cycle tertiary programmes is one of the largest among OECD and partner countries with available data. (33.8 %, rank 1/34 , 2020) Download Indicator
In Australia, the number of international or foreign students for every hundred national students home or abroad is comparatively high. (35 Students, rank 1/38 , 2020) Download Indicator
In Australia, the percentage of international or foreign students coming from neighbouring countries is comparatively low . (3 Students, rank 43/45 , 2020) Download Indicator
In Australia, the share of international or foreign students enrolled in bachelor's programmes among men is relatively high compared to other OECD and partner countries. (18.7 %, rank 2/37 , 2020) Download Indicator
In Australia, the share of international or foreign students enrolled in bachelor's programmes among women is relatively high compared to other OECD and partner countries. (13.2 %, rank 4/37 , 2020) Download Indicator
In Australia, the share of international or foreign students enrolled in master's programmes among men is relatively high compared to other OECD and partner countries. (56 %, rank 2/37 , 2020) Download Indicator
In Australia, the share of international or foreign students enrolled in master's programmes among women is relatively high compared to other OECD and partner countries. (44.6 %, rank 2/37 , 2020) Download Indicator
In Australia, the share of international or foreign students enrolled in short-cycle tertiary programmes among men is relatively high compared to other OECD and partner countries. (42.8 %, rank 1/33 , 2020) Download Indicator
In Australia, the share of international or foreign students enrolled in short-cycle tertiary programmes among women is relatively high compared to other OECD and partner countries. (27.2 %, rank 1/33 , 2020) Download Indicator
In Australia, the share of international or foreign students enrolled in tertiary education among men is relatively high compared to other OECD and partner countries. (31.4 %, rank 2/43 , 2020) Download Indicator
In Australia, the share of international or foreign students enrolled in tertiary education among women is relatively high compared to other OECD and partner countries. (21.9 %, rank 2/43 , 2020) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of arts and humanities among all international or foreign tertiary students in Australia is relatively low. (6 %, rank 31/33 , 2020) Download Indicator
The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Australia is relatively low. (2.5 %, rank 33/33 , 2020) Download Indicator
The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Australia is relatively high. (45.8 %, rank 1/33 , 2020) Download Indicator
The percentage of students enrolled in the field of services among all international or foreign tertiary students in Australia is relatively low. (0.5 %, rank 29/33 , 2020) Download Indicator
In Australia, 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. (5.3 %, rank 33/35 , 2020) Download Indicator
In Australia, the share of students enrolled in the field of science, technology, engineering and mathematics among tertiary students is relatively low compared to other OECD and partner countries. (18.6 %, rank 32/34 , 2020) Download Indicator
Expenditure per student
Expenditure per student for ancillary services on primary, secondary and post-secondary non-tertiary education in Australia is comparatively low. (148 USD Equivalent, rank 24/27 , 2019) Download Indicator
Expenditure in education and national wealth
In Australia, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (6.1 %, rank 4/36 , 2019) Download Indicator
In Australia, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (1.9 %, rank 5/36 , 2019) Download Indicator
In Australia, public and private expenditure on primary, secondary and post-secondary non-tertiary educational institutions as a percentage of GDP is comparatively high. (4.1 %, rank 5/36 , 2019) Download Indicator
In Australia, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (2 %, rank 3/36 , 2019) 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 largest in Australia among OECD and partner countries with available data. (1.4 %, rank 5/38 , 2019) 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 Australia. (1.6 %, rank 2/27 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student in tertiary education is one of the largest in Australia. (3.3 %, rank 5/40 , 2019) Download Indicator
The private expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively high in Australia. (0.9 %, rank 2/28 , 2019) Download Indicator
Public and private expenditure in education
The share of private expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (17.6 %, rank 5/36 , 2019) Download Indicator
The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (66.3 %, rank 4/37 , 2019) Download Indicator
Australia has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (33 %, rank 3/36 , 2019) Download Indicator
In Australia, the share of public expenditure on educational institutions, for primary secondary and post-secondary non-tertiary education is comparatively small. (82.4 %, rank 32/36 , 2019) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (33.7 %, rank 34/37 , 2019) Download Indicator
In Australia, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (67 %, rank 34/36 , 2019) Download Indicator
In Australia, the relative share of public expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (83.7 %, rank 24/28 , 2019) Download Indicator
In Australia, 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. (16.3 %, rank 5/28 , 2019) Download Indicator
In Australia, the relative share of public expenditure from initial source of funds at primary to tertiary education is relatively low. (73.6 %, rank 24/26 , 2019) Download Indicator
In Australia, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively large. (26.4 %, rank 3/26 , 2019) Download Indicator
In Australia, the relative share of public expenditure from initial source of funds on tertiary education is one of the smallest among OECD and partner countries with available data. (51.9 %, rank 25/27 , 2019) Download Indicator
In Australia, the relative share of private expenditure from initial source of funds on tertiary education is comparatively large. (48.1 %, rank 2/27 , 2019) Download Indicator
Nature of expenditure
The share of capital expenditure for primary to tertiary education in Australia is one of the highest among OECD and partner countries with available data. (13.4 %, rank 4/31 , 2019) Download Indicator
The share of current expenditure for primary to tertiary education in Australia is one of the lowest among OECD and partner countries with available data. (86.6 %, rank 28/31 , 2019) Download Indicator
The percentage of capital expenditure on secondary education is relatively in Australia. (12.5 %, rank 3/33 , 2019) Download Indicator
The percentage of current expenditure on secondary education is relatively in Australia. (87.5 %, rank 31/33 , 2019) Download Indicator
In Australia, the share of current expenditure on post-secondary non-tertiary education is comparatively low. (90.4 %, rank 13/17 , 2019) Download Indicator
The percentage of capital expenditure on tertiary education is relatively in Australia. (15.7 %, rank 4/32 , 2019) Download Indicator
The percentage of current expenditure on tertiary education is relatively in Australia. (84.3 %, rank 29/32 , 2019) Download Indicator
Teachers
The number of days of instruction in a school year in lower secondary school is especially high. (198 Days, rank 3/31 , 2021) Download Indicator
Teachers' salaries
After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (68440 USD Equivalent, rank 4/32 , 2021) Download Indicator
The ratio of pre-primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.05 Ratio, rank 4/19 , 2021) Download Indicator
The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.98 Ratio, rank 5/23 , 2021) Download Indicator
The average actual pre-primary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (66922 USD Equivalent, rank 1/21 , 2021) Download Indicator
The average actual primary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (62598 USD Equivalent, rank 5/25 , 2021) Download Indicator
The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (63023 USD Equivalent, rank 5/25 , 2021) Download Indicator
After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (68440 USD Equivalent, rank 5/32 , 2021) 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 Australia. (1.07 Ratio, rank 4/19 , 2021) Download Indicator
The salaries of 55-64 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Australia. (0.99 Ratio, rank 3/19 , 2021) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in Australia relatively compared to OECD and partner countries with available data. (58023 USD Equivalent, rank 3/21 , 2021) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in Australia. (67504 USD Equivalent, rank 4/21 , 2021) Download Indicator
Teachers' salaries progression
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (66911 USD Equivalent, rank 5/33 , 2021) Download Indicator
It takes lower secondary teachers less time to progress through the salary scale in Australia compared to other OECD and partner countries. (9 Years, rank 26/28 , 2021) 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 Australia. (1.85 Ratio, rank 3/20 , 2021) Download Indicator
The average lower secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (118209 USD Equivalent, rank 1/22 , 2021) Download Indicator
The average upper-secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (118288 USD Equivalent, rank 3/22 , 2021) Download Indicator
In Australia, the average actual salaries of 25-34 year-old lower-secondary school heads is relatively high compared to OECD and partner countries with available data. (113466 USD Equivalent, rank 1/15 , 2021) Download Indicator
The average actual salaries of 55-64 year-old lower secondary school heads is one of the highest in Australia. (118959 USD Equivalent, rank 1/20 , 2021) Download Indicator
Employment by field of education
The employment rate among 25-64 year-olds with tertiary education who studied in the field of information and communication technologies is low compared to other OECD and partner countries. (84.5 %, rank 28/31 , 2021) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.1 %, rank 25/26 , 2021) Download Indicator
Compared to other countries with available data, the unemployment rate of 25-34 year-old with a short cycle tertiary education degree is relatively low in Australia. (3.5 %, rank 24/28 , 2021) Download Indicator
Earnings and educational attainment
Earnings of foreign-born aged between 25 and 64 who work full- and part-time with a short cycle tertiary education are comparatively low. (112.2 %, rank 24/28 , 2020) Download Indicator
Earnings of 25-64 year-old full- and part-time workers with a Master's, doctoral or equivalent education degree are comparatively low. (153.6 %, rank 28/31 , 2020) Download Indicator
Compared to other countries with available data, earnings of 25-64 year-olds full- and part-time with below secondary education compared to those of adults with an upper secondary education are relatively high in Australia. (86.3 %, rank 5/37 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with below upper secondary education are one of the highest among countries with available data. (89.9 %, rank 1/37 , 2020) Download Indicator
In Australia, earnings of 25-64 year-old workers with a master's or equivalent education degree are comparatively low. (149.6 %, rank 28/32 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with tertiary education are one of the highest among countries with available data. (84.4 %, rank 2/37 , 2020) Download Indicator
Earnings by field of education
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Australia who studied in the field of education, are high, when compared to earnings of adults with an upper secondary education. (86.8 %, rank 3/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Australia who studied in the field of education, are high, when compared to earnings of adults with an upper secondary education. (88.5 %, rank 3/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Australia who studied in the field of information and communication technologies (ICT), are low, when compared to earnings of adults with an upper secondary education. (105.6 %, rank 15/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Australia who studied in the field of information and communication technologies (ICT), are low, when compared to earnings of adults with an upper secondary education. (99.1 %, rank 15/16 , 2020) Download Indicator
Neither in education nor employed
In Australia, the percentage of women neither employed nor in education or training among 20-24 year-olds is relatively low. (10.3 %, rank 33/37 , 2021) Download Indicator
General findings
- Tertiary attainment has increased strongly in most OECD countries among 25-34 year olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021.
- Higher educational attainment leads to better labour-market outcomes including higher wages and higher employment rates.
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
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- Tertiary attainment has increased strongly in most OECD countries among 25-34 year-olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021. In this age group, the share of individuals with tertiary attainment is 7 percentage points higher than the share of individuals with upper secondary or post-secondary non-tertiary attainment on average across OECD countries. If current trends continue, a tertiary education will be the most common attainment among working-age adults on average across OECD countries within a few years.
- Higher educational attainment leads to better labour-market outcomes. In 2021, on average, employment rates for tertiary-educated young adults (25-34 year-olds) are 8 percentage points higher than those who have attained upper secondary or post-secondary non-tertiary education and 26 percentage points higher than those who have attained below upper secondary education across OECD countries.
- Greater educational attainment yields better earnings and this holds true for higher levels of tertiary attainment in most countries. On average across the OECD, full-time full-year workers who attained short-cycle tertiary education earned 20% more than those with upper secondary attainment in 2020. This earnings advantage increases to 44% among those who attained a bachelor's or equivalent qualification and to 88% among those with a master's or doctoral or equivalent degree.
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- On average, the vast majority (88%) of children between the age of 3 and 5 are enrolled in early childhood education (ECE) across the OECD. In a few countries, it is also common for younger children between the age of 0 and 2 to participate in ECE and over 50% of children in this age group are enrolled. However, only 27% of under-threes are enrolled in ECE on average across the OECD.
- In almost all countries with available data, the majority of upper secondary graduates from general programmes are women. Men dominate graduation from vocational programmes in almost three-quarters of the countries.
- While the average age of first-time graduates from general upper secondary education does not differ much across countries, the difference widens in vocational education, ranging from 16 to 34 years.
- Around one-fifth of tertiary students are enrolled on a part-time basis, but large differences exist across OECD countries. Studying part-time is especially common in many Nordic countries, Australia, New Zealand and the United States, where more than 30% of students study part-time. However, in some countries like the Czech Republic, and Greece, less than 5% of students study part-time.
- Students are more likely to cross borders to pursue their studies as they reach more advanced levels of education. Internationally mobile students account for only 7% of bachelor's students, but 17% of master's students and 26% of doctoral students on average in OECD countries.
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- Total public spending on education (from primary to tertiary level) averages 10.6% of total government expenditure across OECD countries, from around 7% to 17%. The largest share of government funding is devoted to primary and secondary levels, explained by near-universal enrolment rates at those levels of education and the greater contribution of private sources at tertiary level.
- On average across OECD countries, expenditure on primary education amounts to 30% of the funding for educational institutions, while secondary education accounts for 39%.
- In 2019, OECD countries spent an average of USD 17 559 per student per year at the tertiary level. However, this average is driven up by high values in a few countries, reaching over USD 25 000 in Luxembourg, Norway, Sweden, the United Kingdom and the United States.
- On average across OECD countries, 63% of total expenditure on tertiary educational institutions goes to core services (e.g. teachers' salaries, school buildings, teaching materials and administration), 33% on research and development activities, and 4% on ancillary services (e.g. meals and transport).
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
- On average across OECD countries, public funds account for 83% of total spending on educational institutions. Private sources are more important at the tertiary level, where they make up 31% of all expenditure compared to just 10% at the non-tertiary levels (primary, secondary and post-secondary non-tertiary).
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- Teachers' actual salaries at pre-primary, primary and general secondary level are 4-14% lower than the earnings of tertiary-educated workers on average across OECD countries and other participants. School heads' actual salaries are substantially higher than those of teachers across primary and secondary education.
- Teachers in public schools in OECD and partner countries are required to teach on average 987 hours per year at pre-primary level, 784 hours at primary level, 711 hours at lower secondary level (general programmes) and 684 hours at upper secondary level (general and vocational programmes).
- Typically, the duration of initial teacher education programmes varies from 3 years to 6.5 years, for prospective lower secondary teachers of general subjects. A tertiary qualification is awarded upon completion of the programme in most countries, regardless of the level of education at which the teacher will teach.
- Continuing professional development is compulsory to some extent for teachers of general subjects at least at one level of education in most countries with data, except Denmark, Italy, the Netherlands and New Zealand. It can be either generally compulsory for all teachers as a regular part of their work, or for some teachers for specific purposes such as promotion or salary increases, or in some cases, both.
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> Notes on the education system in Australia
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.