Country
Data profiles:
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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) |
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Educational outcomes
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. (5.7 %, rank 35/38 , 2018) Download Indicator
The proportion of 25-64 year-old women 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. (6.4 %, rank 33/38 , 2018) 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. (3.8 %, rank 43/46 , 2018) 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. (76.8 %, rank 1/32 , 2017) Download Indicator
The average age of upper secondary graduates from general programmes in Austria is one of the lowest among OECD and partner countries with available data (17.9 Years, rank 29/38 , 2017) 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. (3.1 %, rank 44/46 , 2018) 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. (4.6 %, rank 43/46 , 2018) 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
Among adults (25-64 years-old) with below upper secondary education, a high proportion participate in non-formal education. (31.2 %, rank 7/33 , 2016) Download Indicator
Among adults (25-64 years-old) with tertiary education, a high participate in non-formal education. (74.9 %, rank 3/36 , 2016) Download Indicator
Participation rate of 25-64 year-olds in job-related non-formal education not sponsored by the employer is high in Austria, compared to other countries with available data. (11.7 %, rank 9/34 , 2016) Download Indicator
Participation rate of 25-64 year-olds in not job-related non-formal education is high in Austria, compared to other countries with available data. (20.7 %, rank 7/34 , 2016) Download Indicator
The enrolment rate among 15-19 year-olds in Austria is one of the lowest among OECD and partner countries with available data. (78 %, rank 31/39 , 2017) Download Indicator
In Austria the percentage of young people expected to enter bachelor's or equivalent programmes during their lifetimes is comparatively low. (42.8 %, rank 36/40 , 2017) Download Indicator
Graduation expectancy
The percentage of young people expected to graduate from vocational programmes in upper secondary education during their lifetimes in Austria is comparatively high (64.7 %, rank 1/34 , 2017) Download Indicator
In Austria, the percentage of today's young people expected to graduate from an upper secondary general programme is one of the lowest among OECD and partner countries with available data. (20.2 %, rank 34/34 , 2017) Download Indicator
The percentage of today's young people expected to graduate from a doctoral or equivalent programme in Austria ranks as one of the highest among OECD and partner countries with available data. (2.2 %, rank 10/39 , 2017) Download Indicator
Austria has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (24.9 %, rank 32/37 , 2017) 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 during their lifetime. (20.6 %, rank 28/29 , 2017) 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. (17.8 %, rank 25/27 , 2017) Download Indicator
Excluding mobile students, Austria has one of the highest percentages of young people expected to complete a doctorate or an equivalent education during their lifetime. (1.5 %, rank 8/29 , 2017) Download Indicator
Graduation by gender
The percentage of female graduates from upper secondary general programmes is one of the lowest among OECD countries and partner economies with available data. (48.4 %, rank 40/44 , 2017) 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 , 2017) Download Indicator
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Austria is relatively high. (74.9 %, rank 2/25 , 2017) 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. (20.1 %, rank 5/44 , 2017) 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. (7.5 %, rank 38/44 , 2017) Download Indicator
The share of doctoral graduates in the field of arts and humaties in Austria is relatively large. (14.7 %, rank 9/45 , 2017) 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 , 2017) 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 , 2017) 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 , 2017) 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. (6.6 %, rank 33/35 , 2017) 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. (67.6 %, rank 29/34 , 2017) Download Indicator
The percentage of national tertiary students enrolled in the field of health and welfare in Austria is relatively low. (7.6 %, rank 35/37 , 2017) Download Indicator
In Austria, the share of female among new entrants to doctoral programmes enrolled in the field of natural sciences, mathematics and statistics is relatively small. (38.6 %, rank 31/34 , 2017) Download Indicator
In Austria, the share of female among new entrants to doctoral programmes enrolled in the field of health and welfare is relatively small. (47.2 %, rank 31/33 , 2017) 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. (17.2 %, rank 6/46 , 2017) Download Indicator
In Austria, international students from Europe are most represented among all international students, compared to other OECD and partner countries with available data. (83 %, rank 4/45 , 2017) Download Indicator
In Austria, international students from Africa are lowest represented among all international students, compared to other OECD and partner countries with available data. (1.5 %, rank 37/45 , 2017) Download Indicator
In Austria, the proportion of new international entrants into master's long first degreee (LFD) programmes is relatively high. (19.8 %, rank 6/20 , 2017) Download Indicator
Student mobility by field of education
The percentage of international tertiary students enrolled in the field of arts and humanities in Austria is relatively high. (14.7 %, rank 10/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of social sciences, journalism and information in Austria is relatively high. (20.2 %, rank 2/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of business, administration and law in Austria is relatively low. (16.4 %, rank 27/36 , 2017) Download Indicator
The percentage of international tertairy students enrolled in the field of natural sciences, mathematics and statistics in Austria is relatively high. (10.5 %, rank 9/37 , 2017) 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 32/36 , 2019) Download Indicator
The theoretical duration of primary and lower secondary education, in years, is one of the shortest among OECD and partner countries with available data. (8 Years, rank 34/38 , 2019) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (18332 USD Equivalent, rank 9/35 , 2016) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (15806 USD Equivalent, rank 3/35 , 2016) Download Indicator
Annual expenditure per pupil at the pre-primary level is one of the highest among OECD and partner countries with available data. (10028 USD Equivalent, rank 8/31 , 2016) Download Indicator
Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (12299 USD Equivalent, rank 3/35 , 2016) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (16313 USD Equivalent, rank 2/35 , 2016) 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. (5436 USD Equivalent, rank 14/19 , 2016) Download Indicator
Annual expenditure per student for core and ancillary services, from primary to below-tertiary institutions is one of the highest among OECD and partner countries with available data. (14679 USD Equivalent, rank 2/35 , 2016) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (13596 USD Equivalent, rank 6/32 , 2016) Download Indicator
In Austria, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary, is relatively high. (14679 USD Equivalent, rank 2/35 , 2016) Download Indicator
Expenditure in education and national wealth
In Austria, expenditure on primary educational institutions as a percentage of GDP is comparatively low. (0.9 %, rank 30/35 , 2016) Download Indicator
In Austria, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (1.8 %, rank 7/35 , 2016) Download Indicator
In Austria, private expenditure on educational institutions as a percentage of GDP on tertiary education from final source of funds is relatively low. (0.1 %, rank 30/35 , 2016) 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 29/35 , 2016) 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. (4.6 %, rank 25/34 , 2016) Download Indicator
The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (6.4 %, rank 32/35 , 2016) 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. (5.2 %, rank 30/35 , 2016) Download Indicator
In Austria, total public expenditure on primary educational institutions as a percentage of total public expenditure is comparatively low. (1.8 %, rank 36/38 , 2016) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively large . (93.6 %, rank 1/35 , 2016) Download Indicator
In Austria, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large . (94.8 %, rank 4/35 , 2016) 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 32/39 , 2016) Download Indicator
Tuition fees
The estimated average annual tuition fee for national students in government dependent private institutions for a master's or equivalent level education is one of the highest among OECD and partner countries with available data. (921 USD Equivalent, rank 4/8 , 2017) Download Indicator
The estimated average annual tuition fee for national students in government-dependent private institutions for a bachelor's or equivalent level education is one of the highest among OECD and partner countries with available data. (921 USD Equivalent, rank 6/9 , 2017) Download Indicator
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. (1841 USD Equivalent, rank 5/6 , 2017) 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. (1841 USD Equivalent, rank 4/5 , 2017) 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. (1841 USD Equivalent, rank 4/4 , 2017) 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. (1841 USD Equivalent, rank 4/4 , 2017) Download Indicator
In Austria, the percentage of students who do not benefit from public/government-guaranteed private loans or public scholarships/grants is comparatively high. (85 %, rank 2/14 , 2017) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in tertiary institutions is one of the lowest among OECD and partner countries with available data. (14 Ratio, rank 21/30 , 2016) Download Indicator
The number of students per teacher in primary schools is one of the lowest among OECD countries and partner countries with available data. (11.3 Ratio, rank 36/41 , 2016) Download Indicator
The ratio of students to teaching staff at the lower secondary level is especially low. (8.6 Ratio, rank 34/36 , 2016) Download Indicator
The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (9.2 Ratio, rank 37/38 , 2016) Download Indicator
The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Austria. (8.1 Ratio, rank 17/18 , 2016) Download Indicator
The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Austria. (11.9 Ratio, rank 12/15 , 2016) Download Indicator
Who the teachers are
The percentage of primary teachers aged between 30 and 49 is especially low. (45.9 %, rank 33/35 , 2017) Download Indicator
The percentage of lower secondary teachers aged between 30 and 49 is especially low. (40.5 %, rank 33/34 , 2017) Download Indicator
The percentage of primary to upper secondary teachers aged between 30 and 49 is especially low. (44 %, rank 32/34 , 2017) Download Indicator
The percentage of lower secondary teachers older than 50 is especially high. (48.5 %, rank 6/34 , 2017) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially high. (44.8 %, rank 6/34 , 2017) 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. (54406 USD Equivalent, rank 9/33 , 2018) 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. (67894 USD Equivalent, rank 3/28 , 2017) 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. (54406 USD Equivalent, rank 10/33 , 2018) 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 low in Austria. (0.83 Ratio, rank 17/22 , 2017) Download Indicator
The salaries of 35-44 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Austria. (0.75 Ratio, rank 17/22 , 2017) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in Austria relatively compared to OECD and partner countries with available data. (46201 USD Equivalent, rank 5/23 , 2017) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in Austria. (83167 USD Equivalent, rank 1/23 , 2017) Download Indicator
Teachers' salaries progression
The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the most rewarding among OECD and partner countries with available data. (1.92 Ratio, rank 9/34 , 2018) Download Indicator
Starting salaries for teachers with minimum training in primary education are especially high. (42702 USD Equivalent, rank 6/37 , 2018) Download Indicator
Salaries of primary school teachers with minimum training at the top of scale are especially high. (76160 USD Equivalent, rank 5/34 , 2018) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially high. (42277 USD Equivalent, rank 8/37 , 2018) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (48872 USD Equivalent, rank 10/34 , 2018) Download Indicator
It takes lower secondary teachers longer to progress through the salary scale in Austria compared to other OECD and partner countries. (34 Years, rank 7/25 , 2018) Download Indicator
Principals' salaries
Lower-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Austria. (1.15 Ratio, rank 14/22 , 2017) Download Indicator
The average lower secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (89618 USD Equivalent, rank 4/23 , 2017) 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. (2.5 %, rank 26/31 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with upper secondary or post-secondary non-tertiary education is low in Austria. (10.6 %, rank 39/42 , 2018) 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. (43.5 %, rank 26/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (18.2 %, rank 26/29 , 2016) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (32.4 %, rank 24/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (7.8 %, rank 27/29 , 2016) 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. (24.9 %, rank 28/29 , 2016) 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. (15.9 %, rank 24/27 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (31.3 %, rank 28/29 , 2016) 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. (67 Index, rank 34/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education and income from employment) are one of the highest among countries with available data. (82.2 %, rank 7/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the lowest among countries with available data. (79.8 %, rank 28/37 , 2016) 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. (105 Index, rank 34/34 , 2016) 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. (115 Index, rank 31/34 , 2016) 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. (107 Index, rank 34/34 , 2016) 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 , 2016) 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
Earnings of tertiary-educated adults who studied in the field of engineering, manufacturing and construction are high, compared to earnings of all tertiary-educated adults in Austria. (113.5 %, rank 10/15 , 2017) Download Indicator
Neither in education nor employed
The percentage of 20-24 years-old women neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (11.2 %, rank 35/40 , 2018) Download Indicator
Migrant background
The employment rate of foreign-born aged between 25 and 64 and without upper secondary education is comparatively low. (51.6 %, rank 23/27 , 2015) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full- and part-time with tertiary education are low compared to those of native-born with the same characteristics. (73 Index, rank 19/21 , 2016) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full-time full-year with tertiary education are low compared to those of native-born with the same characteristics. (82 Index, rank 15/19 , 2016) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full- and part-time workers with upper secondary or post-secondary non tertiary education are low compared to those of native-born with the same characteristics. (72 Index, rank 18/21 , 2016) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full-time full-year with upper secondary or post-secondary non tertiary education are low compared to those of native-born with the same characteristics. (77 Index, rank 14/19 , 2016) Download Indicator
The percentage of foreign-born aged between 15 and 29 who are neither employed nor in education and training is one of the highest among OECD and partner countries with available data. (23.9 %, rank 7/29 , 2015) Download Indicator
The percentage of native-born 15-29 year-olds neither employed nor in education and training is one of the lowest among OECD and partner countries with available data. (7.7 %, rank 25/30 , 2015) Download Indicator
Social outcomes
Among employed adults (25-64 years-old) with tertiary education, a small share have difficulties to fulfill their family responsabilities because of their jobs, compared to other countries with available data. (42.2 %, rank 27/32 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with tertiary education who have concentration difficulties at work because of family responsabilities is low in Austria. (21.8 %, rank 28/32 , 2015) Download Indicator
Weekly working hours among employed 25-64 year-olds with below upper secondary education are short in Austria compared to other OECD countries. (35.1 Hours/week, rank 23/28 , 2015) Download Indicator
Weekly working hours among employed 25-64 year-olds with tertiary education are long in Austria compared to other OECD countries. (40.2 Hours/week, rank 10/28 , 2015) Download Indicator
Among employed 25-64 year-olds with below upper secondary education, a large share have high flexibility of working hours. (29.5 %, rank 6/28 , 2015) Download Indicator
Among employed 25-64 year-olds with tertiary education, a large share have high flexibility of working hours. (49.4 %, rank 2/28 , 2015) Download Indicator
General findings
- In 2018, 44% of 25-34 year-olds held a tertiary degree, compared to 35% in 2008, on average across OECD countries.
- Tertiary-educated adults also reap higher earnings, although this varies by field of study. Their advantage increases with age too: 25-34 year-olds with tertiary education earn 38% more than their peers with upper secondary education while 45-54 year-olds earn 70% more.
- While engineering, manufacturing and construction, and information and communication technologies are two fields most commonly associated with the best labour market outcomes, only 14% of graduates earned a degree in the former and 4% earned a degree in the latter in 2017.
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- Although graduation from upper secondary education increased by 6 percentage points between 2005 and 2017, 15% of 25-34 year-olds did not attain upper secondary education in 2018, on average across OECD countries.
- In some countries, vocational programmes are prominent at the upper secondary level. On average across OECD countries, 40% of first-time upper secondary graduates earned a vocational qualification in 2017; in Austria, the Czech Republic, the Slovak Republic and Slovenia, more than 66% of this population did.
- At the lower secondary level, the average class shrank by 6% while teachers' statutory salaries increased by 8% between 2005 and 2017, on average across OECD countries.
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- In 2017, more than one in three children under the age of three were enrolled in early childhood education and care services, on average across OECD countries - an increase of 7 percentage points compared to 2010.
- Between the age of 3 to 5, on average across OECD countries, 87% of children are enrolled in pre-primary and primary education.
- Annual expenditure per child in early childhood development programmes was greater than in pre-primary education in 2016 on average across OECD countries. However, as a share of GDP, expenditure on early childhood development is lower.
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- In 2016, expenditure per tertiary student amounted to USD 15 556, approximately one-third of which was devoted to research and development.
- Private sources financed more than 30% of the expenditure, on average, at the tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
- OECD countries spent an average of 3.5% of GDP on primary, secondary and post-secondary non-tertiary institutions in 2016, and public expenditure at this level increased by 18% since 2005.
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- About 10% of primary and secondary teachers are under the age of 30, on average across OECD countries.
- While the teaching profession is dominated by women, the share of female teachers decreases with the level of education taught: almost all teachers at the pre-primary level are women, however they make up less than half of the teaching force at tertiary level.
- Salaries tend to increase with the level of education taught, but teachers' earnings remain between 78% and 93% of the earnings of other tertiary-educated adults.
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All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS 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.