Country
Data profiles:
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (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 2020) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| 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 2020) |
| Teachers and teaching conditions (TALIS 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) |
| Teachers and teaching conditions (TALIS 2018) |
Click on the diagram to get a PDF version
Profile View
Select first some countries to compare, choose the charts you wish to display and customise them.
Educational outcomes
The proportion of 25-64 year-olds who have attained a vocational upper secondary or post-secondary qualification is one of the highest among OECD and partner countries with available data. (45.6 %, rank 6/34 , 2019) Download Indicator
The proportion of 25-64 year-olds who have attained a general upper secondary or post-secondary qualification is one of the lowest among OECD and partner countries with available data. (6.2 %, rank 34/38 , 2019) Download Indicator
The proportion of 25-64 year-old men who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (6 %, rank 33/38 , 2019) Download Indicator
In Austria, the percentage of 25-64 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the lowest among countries with available data. (4.3 %, rank 43/46 , 2019) Download Indicator
The percentage of first-time graduates in vocational programmes at upper secondary level is one of the highest among OECD and partner countries with available data. (76.4 %, rank 1/36 , 2018) Download Indicator
The proportion of 25-34 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (39.4 %, rank 4/34 , 2019) 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 highest among OECD and partner countries with available data. (50.1 %, rank 6/34 , 2019) Download Indicator
The proportion of 25-34 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (8.4 %, rank 35/38 , 2019) Download Indicator
The proportion of 55-64 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (5.1 %, rank 32/37 , 2019) Download Indicator
The level of short-cycle tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (15.4 %, rank 5/36 , 2019) Download Indicator
The level of short-cycle tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (14.1 %, rank 6/39 , 2019) Download Indicator
In Austria, the average age of first-time tertiary graduates is relatively low. (24 Years, rank 24/28 , 2018) Download Indicator
Attainment by gender
In Austria, the share of 25-64 year-old men who attained a bachelor's or equivalent tertiary education degree is one of the smallest among countries with available data. (3.6 %, rank 43/46 , 2019) Download Indicator
The share of 25-64 year-old women who attained a bachelor's or equivalent tertiary education degree is one of the smallest among countries with available data. (5 %, rank 43/46 , 2019) Download Indicator
Austria has one of the largest share of women among 55-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (49.4 %, rank 6/34 , 2019) Download Indicator
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. (7.4 %, rank 21/30 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of business and administration is one of the lowest among OECD countries and partner economies with available data. (5.2 %, rank 16/16 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of information and communication technologies is one of the lowest among OECD countries and partner economies with available data. (2.9 %, rank 28/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of engineering, manufacturing and construction is one of the highest among OECD countries and partner economies with available data. (26.9 %, rank 2/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health (nursing and associate health fields) is one of the lowest among OECD countries and partner economies with available data. (3.6 %, rank 12/14 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health and welfare is one of the lowest among OECD countries and partner economies with available data. (8.7 %, rank 27/32 , 2018) Download Indicator
Participation in education
The enrolment rate among 15-19 year-olds in Austria is one of the lowest among OECD and partner countries with available data. (78.8 %, rank 31/40 , 2018) Download Indicator
The proportion of upper secondary students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (68.4 %, rank 4/41 , 2018) Download Indicator
In Austria, the percentage of young people expected to enter in a bachelor's or equivalent programme before the age of 25 is relatively low. (36.4 %, rank 31/36 , 2018) Download Indicator
In Austria, the percentage of first-time entrants into tertiary education younger than 25 is relatively low. (80.3 %, rank 22/31 , 2018) Download Indicator
The percentage of young people (excluding international students) expected to be new entrants to bachelor's or equivalent programmes education before the age of 25 is relatively low. (36.4 %, rank 31/36 , 2018) Download Indicator
The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (68.5 %, rank 2/39 , 2018) Download Indicator
Graduation expectancy
In Austria, the percentage of today's young people expected to graduate from a doctoral or equivalent programme before the age of 35 ranks as one of the highest among OECD and partner countries with available data. (1.4 %, rank 7/31 , 2018) Download Indicator
Austria has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (20.8 %, rank 28/31 , 2018) Download Indicator
Excluding mobile students, Austria has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (17 %, rank 27/28 , 2018) Download Indicator
Graduation by gender
The share of female graduates from upper secondary general programmes is one of the smallest among OECD countries and partner economies with available data. (48.3 %, rank 39/45 , 2018) Download Indicator
Among OECD and partner countries with available data, Austria has one of the smallest shares of women graduates from tertiary programmes. (55.4 %, rank 27/36 , 2018) Download Indicator
In Austria, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively low. (38 %, rank 39/43 , 2018) Download Indicator
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Austria is relatively high. (75.5 %, rank 2/25 , 2018) Download Indicator
Graduation by field of education
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. (20.6 %, rank 3/43 , 2018) Download Indicator
The percentage of tertiary graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (8.4 %, rank 36/43 , 2018) Download Indicator
The share of doctoral graduates in the field of arts and humaties in Austria is relatively large. (14.7 %, rank 9/45 , 2018) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Austria is relatively large. (13.5 %, rank 8/45 , 2018) Download Indicator
In Austria, the proportion of upper secondary vocational graduates in the field of business, aministration and law is one of the highest among OECD and partner countries with available data. (28 %, rank 7/35 , 2018) Download Indicator
In Austria, the proportion of upper secondary vocational graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (3 %, rank 29/35 , 2018) Download Indicator
In Austria, the percentage of post-secondary non-tertiary vocational graduates in the field of engineering, manufacturing and construction is relatively low. (0.8 %, rank 23/25 , 2018) Download Indicator
In Austria, the percentage of post-secondary non-tertiary vocational graduates in the field of services is relatively low. (0.7 %, rank 24/25 , 2018) Download Indicator
Adult learning
In Austria, the proportion of employed adults participating in non-formal education and training is high compared to other OECD and partner countries. (67.4 %, rank 5/36 , 2016) Download Indicator
In Austria, the proportion of adults employed in enterprises of 1-9 persons and participating in non-formal education and training is high compared to other OECD and partner countries. (60.1 %, rank 3/36 , 2016) Download Indicator
In Austria, the proportion of adults employed in enterprises of over 249 persons and participating in non-formal education and training is high compared to other OECD and partner countries. (76.6 %, rank 7/35 , 2016) Download Indicator
In Austria, the proportion of adults employed in the private sector and participating in non-formal education and training is high compared to other OECD and partner countries. (62.3 %, rank 5/36 , 2016) Download Indicator
In Austria, the proportion of adults employed in the public sector and participating in non-formal education and training is high compared to other OECD and partner countries. (81.9 %, rank 6/36 , 2016) Download Indicator
The percentage of employed adults participating in job-related non-formal education and training sponsored by the employer is relatively high. (55.1 %, rank 8/36 , 2016) Download Indicator
In Austria, the proportion of adults employed in enterprises of 1-9 persons and participating in job-related non-formal education and training sponsored by the employer is high compared to other OECD and partner countries. (43.4 %, rank 5/36 , 2016) Download Indicator
In Austria, the proportion of adults employed in enterprises of over of 249 persons and participating in job-related non-formal education and training sponsored by the employer is high compared to other OECD and partner countries. (67.9 %, rank 8/34 , 2016) Download Indicator
In Austria, the annual training costs as a share of total labour costs is relatively low compared to other OECD countries and partner countries. (1.3 %, rank 18/25 , 2015) Download Indicator
In enterprises of ver 249 employed persons, the annual training costs as a share of total labour costs is relatively low. (1.5 %, rank 18/25 , 2015) Download Indicator
Fields of education
In Austria, the percentage of new entrants to tertiary education in the field of health and welfare is relatively low. (7.1 %, rank 34/36 , 2018) Download Indicator
The share of female who enter tertiary education in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (67.7 %, rank 33/35 , 2018) Download Indicator
The percentage of students enrolled in the field of health and welfare among all national tertiary students in Austria is relatively low. (8.3 %, rank 30/35 , 2018) Download Indicator
In Austria, the share of female among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (55.4 %, rank 31/34 , 2018) Download Indicator
In Austria, the share of new entrants in short-cycle tertiary programmes in field of health and welfare is relatively small. (7.1 %, rank 34/36 , 2018) Download Indicator
Student mobility
Austria has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (17.5 %, rank 6/45 , 2018) Download Indicator
In Austria, the proportion of international graduates among first-time short-cycle tertiary first-time graduates is relatively low. (0.3 %, rank 17/24 , 2018) Download Indicator
In Austria, the proportion of international graduates among bachelor's first-time graduates is relatively high. (17.7 %, rank 4/29 , 2018) 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 Austria is relatively high. (14.6 %, rank 9/34 , 2018) Download Indicator
The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Austria is relatively high. (19.1 %, rank 2/34 , 2018) Download Indicator
The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Austria is relatively low. (16.8 %, rank 26/34 , 2018) Download Indicator
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all international or foreign tertiary students in Austria is relatively high. (10.8 %, rank 9/34 , 2018) Download Indicator
Resources for education
In Austria, the share of capital expediture on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (4.6 %, rank 25/32 , 2017) Download Indicator
In Austria, the share of current expediture on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (95.4 %, rank 8/32 , 2017) Download Indicator
In Austria, the share of capital expediture on primary through tertiary is one of the smallest among OECD and partner countries with available data. (5.9 %, rank 21/29 , 2017) Download Indicator
In Austria, the share of current expediture on primary through tertiary education is one of the largest among OECD and partner countries with available data. (94.1 %, rank 8/29 , 2017) Download Indicator
Between 2012 and 2017, the average annual growth rate in total expenditure on educational institutions from primary to tertiary education is one of the lowest among OECD and partner countries with available data. (0.8 %, rank 23/31 , 2017) Download Indicator
In Austria, the share of capital expediture on secondary education is one of the smallest among OECD and partner countries with available data. (3.2 %, rank 29/33 , 2017) Download Indicator
In Austria, the share of capital expediture on post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (0.7 %, rank 15/17 , 2017) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (19089 USD Equivalent, rank 10/37 , 2017) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (16319 USD Equivalent, rank 4/36 , 2017) Download Indicator
Annual expenditure per pupil at the pre-primary level is one of the highest among OECD and partner countries with available data. (11009 USD Equivalent, rank 9/28 , 2017) Download Indicator
Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (12754 USD Equivalent, rank 5/36 , 2017) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (16705 USD Equivalent, rank 2/37 , 2017) Download Indicator
Annual expenditure per student in post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (5700 USD Equivalent, rank 15/19 , 2017) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (13711 USD Equivalent, rank 6/34 , 2017) Download Indicator
In Austria, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary education, is relatively high. (15097 USD Equivalent, rank 2/36 , 2017) Download Indicator
In Austria, the total annual expenditure per full-time equivalent student in primary education is one of the highest among OECD and partner countries with available data. (11966 USD Equivalent, rank 6/35 , 2017) Download Indicator
In Austria, the total annual expenditure per full-time equivalent student in tertiary education is one of the smallest among OECD and partner countries with available data. (5348 USD Equivalent, rank 15/19 , 2017) Download Indicator
Expenditure in education and national wealth
In Austria, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (1.7 %, rank 7/37 , 2017) Download Indicator
In Austria, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively low. (0.3 %, rank 29/36 , 2017) Download Indicator
Public and private expenditure in education
The share of private expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (4.2 %, rank 28/35 , 2017) Download Indicator
The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (8.9 %, rank 31/37 , 2017) Download Indicator
Austria has one of the smallest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (5.9 %, rank 30/36 , 2017) Download Indicator
In Austria, total public expenditure on primary educational institutions as a percentage of total public expenditure is comparatively low. (1.8 %, rank 39/41 , 2017) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively large . (91.1 %, rank 5/37 , 2017) Download Indicator
In Austria, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large . (94.1 %, rank 6/36 , 2017) Download Indicator
Total public expenditure on education as a percentage of total government expenditure, for primary, secondary and post-secondary non-tertiary education is relatively low in Austria compared to OECD and partner countries with available data. (6.2 %, rank 38/42 , 2017) Download Indicator
In Austria, the share of private expenditure on all levels below tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (2.8 %, rank 21/26 , 2017) Download Indicator
Tuition fees
The estimated average annual tuitions fees charged by public institutions, for foreign students in bachelor's or equivalent level in Austria is one of the highest among OECD and partner countries with available data. (1870 USD Equivalent, rank 5/5 , 2018) Download Indicator
The estimated average annual tuitions fees charged by public institutions, for foreign students in master's or equivalent level in Austria is one of the highest among OECD and partner countries with available data. (1870 USD Equivalent, rank 5/5 , 2018) Download Indicator
The estimated average annual tuitions fees charged by government dependent private institutions, for foreign students in master's or equivalent level is one of the highest among OECD and partner countries with available data. (1870 USD Equivalent, rank 3/3 , 2018) Download Indicator
The estimated average annual tuitions fees charged by government dependent private institutions, for foreign students in bachelor's or equivalent level is one of the highest among OECD and partner countries with available data. (1870 USD Equivalent, rank 3/3 , 2018) Download Indicator
Compared to 2007/2008, in 2017/2018 the amount of tuition fees at bachelor's or equivalent level are relatively low. (85 Index, rank 12/13 , 2018) Download Indicator
Compared to 2007/2008, in 2017/2018 the amount of tuition fees at masters' or equivalent level are relatively high. (85 Index, rank 9/9 , 2018) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in primary schools is one of the lowest among OECD countries and partner countries with available data. (11.5 Ratio, rank 34/43 , 2018) Download Indicator
The ratio of students to teaching staff at the lower secondary level is especially low. (8.5 Ratio, rank 38/40 , 2018) Download Indicator
The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (9.1 Ratio, rank 39/41 , 2018) Download Indicator
Organisation of the education system
The total compulsory instruction time for primary students in Austria is one of the shortest among OECD and partner countries with available data. (2820 Hours, rank 31/35 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is low compared to other OECD and partner countries. (79.1 %, rank 38/44 , 2019) Download Indicator
The employment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is low compared to other OECD and partner countries. (90.3 %, rank 29/35 , 2019) Download Indicator
The employment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (89.4 %, rank 6/34 , 2019) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with a short-cycle tertiary education degree is one the lowest of all OECD countries and partner economies for which data are available. (2.4 %, rank 30/33 , 2019) Download Indicator
The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Austria. (9.9 %, rank 38/42 , 2019) Download Indicator
The unemployment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is one of the lowest of all OECD countries and partner economies for which data are available. (3.6 %, rank 24/33 , 2019) Download Indicator
In Austria, the inactivity rate of 25-34 year-olds with vocational upper secondary or post-secondary non-tertiary education is relatively Austria. (7.2 %, rank 29/33 , 2019) Download Indicator
In Austria, the inactivity rate of 25-34 year-olds with general upper secondary or post-secondary non-tertiary education is relatively Austria. (22.6 %, rank 10/37 , 2019) Download Indicator
The employment rate among 25-34 year-old women with vocational upper secondary or a post-secondary non-tertiary education is comparatively low. (4.2 %, rank 23/29 , 2019) Download Indicator
Earnings and educational attainment
The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (46.3 %, rank 23/28 , 2017) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (20.1 %, rank 23/28 , 2017) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (28.4 %, rank 23/28 , 2017) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (10.5 %, rank 26/28 , 2017) Download Indicator
The proportion of male full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively low. (66.9 %, rank 23/28 , 2017) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively low. (25.2 %, rank 27/28 , 2017) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively low. (17.3 %, rank 23/25 , 2017) Download Indicator
The proportion of male full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (75.1 %, rank 24/28 , 2017) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (33.2 %, rank 27/28 , 2017) Download Indicator
The earnings of adults without an upper secondary education are relatively low compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (76 Index, rank 30/37 , 2017) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the highest among countries with available data. (84.2 %, rank 5/37 , 2017) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with tertiary education and income from employment) are one of the lowest among countries with available data. (71.7 %, rank 28/37 , 2017) 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 low. (101 Index, rank 34/34 , 2017) 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 lowest among OECD and partner countries with available data. (104 Index, rank 34/34 , 2017) Download Indicator
In Austria, the proportional difference in earnings between 25-64 year-old men with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (110 Index, rank 34/34 , 2017) Download Indicator
Earnings of 25-64 year-old full- and part-time workers with a Bachelor's or equivalent education are comparatively low. (93 Index, rank 33/33 , 2017) Download Indicator
Earnings by field of education
Earnings of tertiary-educated adults who studied in the field of arts and humanities, social sciences, journalism and information are high, compared to earnings of all tertiary-educated adults in Austria. (72.8 %, rank 10/14 , 2017) Download Indicator
Earnings of tertiary-educated adults who studied in the field of business, administration and law are low, compared to earnings of all tertiary-educated adults in Austria. (105.2 %, rank 13/15 , 2017) Download Indicator
Earnings of tertiary-educated adults who studied in the field of natural sciences, mathematics and statistics are high, compared to earnings of all tertiary-educated adults in Austria. (111.4 %, rank 4/14 , 2017) Download Indicator
General findings
- While 37% of 15-19 year-old upper secondary students are in vocational programmes, the share increases to 61% among students over 25.
- The most popular fields of study among vocational graduates vary at different levels of education. While engineering, manufacturing and construction is the most common broad field at upper secondary level, at short-cycle tertiary level, most students graduate from business, administration and law, or health and welfare.
- Combined school and work-based learning can help students transition smootly into the labor market. However, only one -third of all upper secondary vocational students are enrolled in school and work-based programmes on average across OECD countries.
Visualisations
to display other variables
to display other variables
to display other variables
- Between the age of 3 to 5, 88% of children are enrolled in pre-primary and primary education, on average across OECD countries.
- The estimated expenditure on all children aged 3 to 5 enrolled in ECEC and primary education amounts to an average of 0.6% of GDP. Only in Iceland and Norway does it equal or exceed 1.0%.
- The ECEC workforce is at the heart of high-quality education. On average across OECD countries, there are 14 children for every teacher working in pre-primary education (ISCED 02).
Visualisations
to display other variables
to display other variables
to display other variables
- In 2019, 45% of 25-34 year-olds held a tertiary degree, compared to 28% among 55-64 year-olds, on average across OECD countries.
- On average across OECD countries, 17% of first-time tertiary entrants enter short-cycle tertiary programmes. The employment rate of adults with a short-cycle tertiary degree is 4 percentage points higher than those with an upper secondary vocational attainment and they earn 16% more, on average across OECD countries.
- Based on current patterns, it is estimated that 38% of young adults across OECD countries will graduate from tertiary education for the first time before the age of 30 (excluding international students).
Visualisations
to display other variables
to display other variables
to display other variables
- In 2017, total expenditure amounted to approximately USD 9 100 per student in primary institutions and USD 10 500 in secondary institutions on average across OECD countries.
- After increasing between 2005 and 2012, total expenditure on primary to tertiary institutions as a share of gross domestic product (GDP) has fallen to 4.9% in 2017 on average, below its 2005 value of 5.1%. This is due to educational expenditure rising more slowly than GDP over this period, growing by 17% while GDP grew by 27%.
- Private sources financed more than 30% of the expenditure, on average, at tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
Visualisations
to display other variables
to display other variables
to display other variables
- There are relatively few young teachers (under the age of 30), and the proportion decreases with the level of education. Young teachers make up 12% of the teaching population in primary education, 10% in lower secondary education and 8% in upper secondary education, on average across OECD countries.
- While instruction time for students increases at higher educational levels, statutory teaching time in public institutions decreases: teachers in OECD countries and economies are required to teach on average 778 hours per year at primary level compared to 680 hours at upper secondary level (general programmes).
- Between 2005 and 2019, the statutory salaries of primary and secondary general teachers - with 15 years of experience and the most prevalent qualifications - increased by 2-3%, despite salaries falling after the 2008 economic crisis, on average across OECD countries and economies with available data.
Visualisations
to display other variables
to display other variables
to display other variables
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Some countries may have provided data refering to another year, to know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. 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 2019 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.