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
In Belgium, the share of 25-34 year-olds who attained a master's or equivalent tertiary education degree is one of the highest among countries with available data. (22.5 %, rank 5/39 , 2021) Download Indicator
Participation in education
The enrolment rate among 15-19 year-olds in Belgium is one of the highest among OECD and partner countries with available data. (93.3 %, rank 3/41 , 2020) Download Indicator
The percentage of students in government-dependent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (57.5 %, rank 4/22 , 2020) Download Indicator
The percentage of students in independent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (0.2 %, rank 28/31 , 2020) Download Indicator
In Belgium, the share of part-time students in short-cycle programmes is relatively large. (70.5 %, rank 2/28 , 2018) Download Indicator
The share of students enrolled in school- and work-based programmes among all upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (6.1 %, rank 20/22 , 2020) Download Indicator
The share of students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in upper secondary vocational programmes is one of the smallest among OECD and partner countries with available data. (22.6 %, rank 31/34 , 2020) Download Indicator
In Belgium, the average age of new entrants in master's programmes is one of the lowest among OECD and partner countries with available data. (23.5 Years, rank 37/37 , 2020) Download Indicator
Graduation by gender
In Belgium, the share of female tertiary graduates in the field of sciences, technology, engineering and mathematics is one of the lowest among OECD and partner countries with available data. (8.1 %, rank 36/37 , 2020) Download Indicator
The share of male tertiary graduates in the field of health and welfare is relatively high in Belgium. (16.3 %, rank 1/41 , 2020) Download Indicator
In Belgium, the share of female post-secondary non-tertiary graduates in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (0.3 %, rank 23/25 , 2020) Download Indicator
In Belgium, the share of female post-secondary non-tertiary graduates in the field of services is one of the smallest among OECD and partner countries with available data. (36.2 %, rank 23/25 , 2020) Download Indicator
In Belgium, the proportion of female graduates from upper secondary vocational programmes in the field of business, administration and law is one of the smallest among OECD and partner countries. (51.3 %, rank 33/36 , 2020) Download Indicator
Graduation by age
In Belgium, the average age of post-secondary non-tertiary graduates from vocational programmes is one of the lowest among OECD and partner countries with available data (21.6 Years, rank 23/23 , 2020) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of information and communication technologies is one of the lowest among OECD and partner countries with available data. (2.2 %, rank 38/40 , 2020) Download Indicator
The percentage of tertiary graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (25.7 %, rank 1/40 , 2020) Download Indicator
The share of doctoral graduates in the field of information and communication technologies in Belgium is relatively small. (0.3 %, rank 39/41 , 2020) Download Indicator
Fields of education
In Belgium, the percentage of new entrants to tertiary education in the field of information and communication technologies (ICTs) is relatively low. (3.7 %, rank 31/35 , 2020) Download Indicator
The share of female who enter tertiary education in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (40.7 %, rank 35/36 , 2020) Download Indicator
The share of female who enter tertiary education in the field of information and communication technologies (ICTs) is one of the smallest among OECD and partner countries with available data. (10.5 %, rank 35/35 , 2020) Download Indicator
The percentage of students enrolled in the field of services among all national tertiary students in Belgium is relatively low. (1.6 %, rank 32/35 , 2020) Download Indicator
In Belgium, the share of new entrants in short-cycle tertiary programmes in the field of arts and humanities is relatively small. (0.6 %, rank 30/31 , 2020) Download Indicator
In Belgium, the share of new entrants to tertiary education in the field of services is comparatively small. (1.3 %, rank 33/36 , 2020) Download Indicator
In Belgium, the share of women among new entrants in bachelor's programmes in the field of information and communication technologies is one of the smallest among OECD and partner countries with available data. (11.2 %, rank 35/35 , 2020) Download Indicator
In Belgium, the share of women among new entrants in bachelor's programmes in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (38 %, rank 35/36 , 2020) Download Indicator
In Belgium, the share of women among new entrants in bachelor's programmes in the field of science, technology, engineering and mathematics is one of the smallest among OECD and partner countries with available data. (22 %, rank 34/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in engineering, manufacturing and construction in Belgium is one of the smallest compared to other OECD countries and partner economies. (24 %, rank 35/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in information and communication technologies in Belgium is one of the smallest compared to other OECD countries and partner economies. (6.4 %, rank 35/35 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Belgium is one of the smallest compared to other OECD countries and partner economies. (43.7 %, rank 33/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Belgium is one of the smallest compared to other OECD countries and partner economies. (28.2 %, rank 35/36 , 2020) Download Indicator
The share of female students entering short cycle tertiary programmes in education in Belgium is one of the smallest compared to other OECD countries and partner economies. (57.1 %, rank 20/22 , 2020) Download Indicator
The share of female students entering short cycle tertiary programmes in engineering, manufacturing and construction in Belgium is one of the smallest compared to other OECD countries and partner economies. (7.8 %, rank 27/30 , 2020) Download Indicator
The share of female students entering short cycle tertiary programmes in information and communication technologies in Belgium is one of the smallest compared to other OECD countries and partner economies. (8.4 %, rank 25/26 , 2020) Download Indicator
The share of female students entering short cycle tertiary programmes in Science, technology, engineering and mathematics (STEM) in Belgium is one of the smallest compared to other OECD countries and partner economies. (10.1 %, rank 27/30 , 2020) Download Indicator
In Belgium, the share of men among new entrants in bachelor's programmes in the field of natural sciences, mathematics and statistics is one of the largest among OECD and partner countries with available data. (62 %, rank 2/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Belgium is one of the largest compared to other OECD countries and partner economies. (56.3 %, rank 4/36 , 2020) Download Indicator
In Belgium, the share of men among new entrants in bachelor's programmes in the field of information and communication technologies is one of the largest among OECD and partner countries with available data. (88.8 %, rank 1/35 , 2020) Download Indicator
In Belgium, the share of men among new entrants in bachelor's programmes in the field of science, technology, engineering and mathematics is one of the largest among OECD and partner countries with available data. (78 %, rank 3/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in engineering, manufacturing and construction in Belgium is one of the largest compared to other OECD countries and partner economies. (76 %, rank 2/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in information and communication technologies in Belgium is one of the largest compared to other OECD countries and partner economies. (93.6 %, rank 1/35 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Belgium is one of the largest compared to other OECD countries and partner economies. (71.8 %, rank 2/36 , 2020) Download Indicator
Student mobility
In Belgium, the proportion of international graduates among first-time doctorate graduates is relatively high. (44.6 %, rank 5/30 , 2020) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Belgium is relatively low. (12.5 %, rank 30/33 , 2020) Download Indicator
The percentage of students enrolled in the field of information and communication technologies among all international or foreign tertiary students in Belgium is relatively low. (1.9 %, rank 31/33 , 2020) Download Indicator
In Belgium, the share of students enrolled in the field of science, technology, engineering and mathematics among all international or foreign students is relatively low compared to other OECD and partner countries. (19.7 %, rank 30/33 , 2020) Download Indicator
In Belgium, 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. (19 %, rank 30/34 , 2020) Download Indicator
Expenditure per student
Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in Belgium is comparatively high. (13119 USD Equivalent, rank 5/28 , 2019) Download Indicator
The public expenditure per full-time equivalent student from primary to tertiary education is relatively high in Belgium. (15809 USD Equivalent, rank 5/36 , 2019) Download Indicator
Expenditure in education and national wealth
In Belgium, 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 Belgium, public expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (5.2 %, rank 5/40 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on educational institutions per full-time equivalent student at primary, secondary and post-secondary non-tertiary level is relatively low in Belgium. (0.2 %, rank 28/32 , 2019) Download Indicator
The public expenditure as a percentage of GDP from initial source of funds at primary to tertiary education is relatively high in Belgium. (5.3 %, rank 3/27 , 2019) Download Indicator
At tertiary level, the public expenditure as a percentage of GDP from initial source of funds is comparatively high in Belgium. (1.3 %, rank 5/29 , 2019) Download Indicator
Public and private expenditure in education
In Belgium, the relative share of private 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. (3 %, rank 24/28 , 2019) Download Indicator
In Belgium, the relative share of public expenditure from initial source of funds at primary to tertiary education is relatively high . (94 %, rank 5/26 , 2019) Download Indicator
Nature of expenditure
The percentage of capital expenditure on primary, secondary and post-secondary non-tertiary education is relatively in Belgium. (3.6 %, rank 29/33 , 2019) Download Indicator
The share of capital expenditure for primary to tertiary education in Belgium is one of the lowest among OECD and partner countries with available data. (4.6 %, rank 29/31 , 2019) Download Indicator
The share of current expenditure for primary to tertiary education in Belgium is one of the highest among OECD and partner countries with available data. (95.4 %, rank 2/31 , 2019) Download Indicator
The percentage of capital expenditure on secondary education is relatively in Belgium. (2.9 %, rank 31/33 , 2019) Download Indicator
The percentage of current expenditure on secondary education is relatively in Belgium. (97.1 %, rank 2/33 , 2019) Download Indicator
Who the teachers are
In Belgium, the share of female teachers younger than 30 in tertiary education is relatively large. (62.2 %, rank 2/33 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in tertiary education is especially high in Belgium. (47.6 %, rank 5/33 , 2019) Download Indicator
In Belgium, the share of short-cycle tertiary teachers aged between 30 and 49 is relatively high, compared to other countries with data available. (62.4 %, rank 4/23 , 2019) Download Indicator
In Belgium, the share of short-cycle tertiary teachers older than 50 is relatively low, compared to other countries with data available. (28.9 %, rank 20/23 , 2019) Download Indicator
In Belgium, the share of short-cycle tertiary female teachers younger than 30 is relatively high, compared to other countries with data available. (79.1 %, rank 1/22 , 2019) Download Indicator
In Belgium, the share of bachelor's, master's and doctoral level female teachers younger than 30 is relatively high, compared to other countries with data available. (60.6 %, rank 2/30 , 2019) Download Indicator
In Belgium, the share of tertiary female teachers younger than 30 is relatively high, compared to other countries with data available. (85.4 %, rank 1/23 , 2019) Download Indicator
In Belgium, the share of bachelor's, master's and doctoral level female teachers older than 50 is relatively high, compared to other countries with data available. (46.4 %, rank 5/30 , 2019) Download Indicator
Ratio of student to teaching staff
The ratio of students to teaching staff at the upper secondary level is especially low. (9.3 Ratio, rank 37/41 , 2020) 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 35/38 , 2020) Download Indicator
The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Belgium. (5.8 Ratio, rank 19/20 , 2020) Download Indicator
The ratio of students to teaching staff at the vocational upper secondary level is especially low in Belgium. (8.3 Ratio, rank 27/30 , 2019) Download Indicator
The ratio of students to teaching staff at the lower secondary level in government-dependent private institutions is especially low in Belgium. (8.8 Ratio, rank 16/19 , 2019) Download Indicator
In Belgium, the number of students per teacher in public upper secondary education is one of the lowest among OECD and partner countries with available data. (9.2 Ratio, rank 39/43 , 2020) Download Indicator
The ratio of students to teaching staff at the upper secondary level in government-dependent private institutions is especially low in Belgium. (9.4 Ratio, rank 18/20 , 2019) Download Indicator
In Belgium, the number of students per teacher in all public secondary education is one of the lowest among OECD and partner countries with available data. (9.1 Ratio, rank 36/40 , 2020) Download Indicator
The ratio of students to teaching staff at the secondary level in government-dependent private institutions is especially low in Belgium. (9.2 Ratio, rank 17/18 , 2019) Download Indicator
In Belgium, the number of students per teacher in public institutions tertiary education is one of the highest among countries with available data. (27 Ratio, rank 3/35 , 2020) Download Indicator
In Belgium, the number of students per teacher in public institutions short-cycle tertiary education is one of the lowest among countries with available data. (6.3 Ratio, rank 19/20 , 2020) Download Indicator
In Belgium, the number of students per teacher in private institutions short-cycle tertiary education is one of the lowest among countries with available data. (5.6 Ratio, rank 17/17 , 2020) Download Indicator
In Belgium, the number of students per teacher in government-dependent private short-cycle tertiary education is one of the lowest among countries with available data. (5.6 Ratio, rank 9/9 , 2019) Download Indicator
In Belgium, the number of students per teacher in public bachelor's, master's, doctoral or equivalent programmes is one of the highest among countries with available data. (28 Ratio, rank 1/27 , 2020) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds without upper secondary education is comparatively low. (45.5 %, rank 40/42 , 2021) Download Indicator
The employment rate among 25-34 year-olds with below upper secondary education is compartively low in Belgium. (47.4 %, rank 38/42 , 2021) Download Indicator
In Belgium, the inactivity rate of 25-64 year-olds with below upper secondary education is one of the highest among countries with available data. (47.8 %, rank 3/42 , 2021) Download Indicator
Compared to other countries with available data, the employment rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is relatively high in Belgium. (97.2 %, rank 2/27 , 2021) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with below upper secondary education is compartively low in Belgium. (57 %, rank 38/42 , 2021) 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 27/31 , 2021) Download Indicator
In Belgium, the proportion of adults who have been unemployed for at least a year among all unemployed adults with below upper secondary education is relatively high. (59.8 %, rank 4/37 , 2021) Download Indicator
In Belgium, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with below upper secondary education is relatively low. (23.2 %, rank 26/30 , 2021) Download Indicator
Earnings and educational attainment
In Belgium, the share of workers earning more than twice the median among those with a bachelor's or equivalent education degree is comparatively low. (2.2 %, rank 28/28 , 2020) Download Indicator
In Belgium, the share of worker earning more than twice the median among those with a master's or doctoral or equivalent education degree is comparatively low. (12.3 %, rank 28/28 , 2020) Download Indicator
In Belgium, the share of worker earning more than twice the median among those with a tertiary education degree is comparatively . (6.4 %, rank 38/38 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with tertiary education are one of the highest among countries with available data. (77.5 %, rank 4/37 , 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
Entrance
In Belgium, the average age of new entrants in bachelor's programmes is one of the lowest among OECD and partner countries with available data. (19.4 Years, rank 34/36 , 2020) Download Indicator
The average age of new entrants in tertiary education in Belgium is comparatively young. (19.5 Years, rank 31/32 , 2020) 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.
Visualisations
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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 Belgium
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.