Canada
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Canada
Overview of the education system (EAG 2026)
| Education at a Glance 2026 (EAG 2026): OECD Indicators | Country note | Annexes from Education at a Glance 2026 | OECD Handbook for Internationally Comparative Education Statistics 2018 | OECD Education Policy Outlook: Canada | Council of Ministers of Education, Canada | Statistics Canada (English) | Statistics Canada (French) | Education in Canada's Provinces and Territories |
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Attainment
The level of below upper secondary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (4.6 %, rank 37/40 , 2025) Download Indicator
The level of upper secondary and post-secondary non-tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (27.7 %, rank 40/41 , 2025) Download Indicator
The level of below upper secondary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (6.6 %, rank 35/40 , 2025) Download Indicator
The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (29.5 %, rank 35/41 , 2025) Download Indicator
The level of tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (63.9 %, rank 1/41 , 2025) Download Indicator
The level of tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (67.7 %, rank 2/41 , 2025) Download Indicator
The level of tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (55 %, rank 1/41 , 2025) Download Indicator
The proportion of 25-64 year-olds who have attained a vocational upper secondary or post-secondary qualification is one of the lowest among OECD and partner countries with available data. (10 %, rank 29/33 , 2025) 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 lowest among OECD and partner countries with available data. (8.5 %, rank 30/33 , 2025) 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. (22.3 %, rank 1/30 , 2025) Download Indicator
In Canada, the share of 25-34 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (30.2 %, rank 8/39 , 2025) Download Indicator
Attainment by gender
The proportion of 25-64 year-old women who have attained a vocational degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (6.1 %, rank 30/33 , 2025) Download Indicator
The proportion of 25-34 year-old men who have attained tertiary education is one of the highest among OECD and partner countries with available data. (59.6 %, rank 4/41 , 2025) Download Indicator
The proportion of 25-34 year-old women who have attained tertiary education is one of the highest among OECD and partner countries with available data. (76.2 %, rank 2/41 , 2025) Download Indicator
The share of 25-34 year-old men who attained below upper secondary education in Canada is one of the smallest among OECD and partner countries with available data. (5.7 %, rank 36/40 , 2025) Download Indicator
The share of 25-34 year-old women who attained below upper secondary education in Canada is one of the smallest among OECD and partner countries with available data. (3.5 %, rank 36/40 , 2025) Download Indicator
The share of 25-64 year-old men who attained below upper secondary education in Canada is one of the smallest among OECD and partner countries with available data. (7.8 %, rank 35/40 , 2025) Download Indicator
The share of 25-64 year-old women who attained below upper secondary education in Canada is one of the smallest among OECD and partner countries with available data. (5.3 %, rank 38/40 , 2025) Download Indicator
The share of 25-34 year-old women who attained upper secondary or post-secondary non-tertiary education in Canada is one of the smallest among OECD and partner countries with available data. (20.3 %, rank 40/41 , 2025) Download Indicator
The share of 25-64 year-old women who attained upper secondary or post-secondary non-tertiary education in Canada is one of the smallest among OECD and partner countries with available data. (23.3 %, rank 38/41 , 2025) Download Indicator
Canada has one of the smallest shares of women among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (28.6 %, rank 33/33 , 2025) Download Indicator
Canada has one of the smallest share of women among 55-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (34.4 %, rank 33/33 , 2025) Download Indicator
The share of 25-34 year-old women with general upper secondary or post-secondary non-tertiary education in Canada is one of the lowest among countries with available data. (38.6 %, rank 33/37 , 2025) Download Indicator
Entrance
The share of women among tertiary education new entrants is one of the smallest compared to OECD and partner countries with available data. (53 %, rank 29/34 , 2024) Download Indicator
In Canada, the share of first-time entrants in bachelor's programmes is one of the smallest among OECD countries and partner economies with available data. (51.1 %, rank 31/34 , 2024) Download Indicator
Entrance by field of education and gender
The share of female new entrants to bachelor’s programmes in business, administration and law was among the smallest in Canada compared to other countries. (46.7 %, rank 29/29 , 2024) Download Indicator
The share of female new entrants in doctoral programmes in agriculture, forestry, fisheries and veterinary was one of the smallest across countries. (51.7 %, rank 21/26 , 2024) Download Indicator
The percentage of female new entrants in arts and humanities doctoral programmes was one of the lowest across countries. (52.1 %, rank 23/27 , 2024) Download Indicator
The share of female who enter tertiary education in the field of business, administration and law is one of the smallest among OECD and partner countries with available data. (50.1 %, rank 22/24 , 2024) Download Indicator
In Canada, the share of male among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (30.6 %, rank 26/27 , 2024) Download Indicator
In Canada, the share of men among new entrants in bachelor's programmes in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (16.2 %, rank 26/29 , 2024) Download Indicator
In Canada, the share of men 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. (57.2 %, rank 28/29 , 2024) Download Indicator
The share of male students entering short-cycle tertiary programmes in health and welfare in Canada is one of the smallest compared to other OECD countries and partner economies. (16.6 %, rank 18/23 , 2024) Download Indicator
The share of female in short-cycle tertiary programmes in the field of business, administration and law is one of the smallest among OECD countries and partner economies with available data. (51.2 %, rank 22/24 , 2024) Download Indicator
Participation in education
The proportion of upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (8.9 %, rank 41/41 , 2024) Download Indicator
Enrolment in pre-primary education (ISCED 02) among 3- to 5-year-olds in Canada was among the lowest internationally. (0 %, rank 43/43 , 2024) Download Indicator
Enrolment of students aged 15–19 in lower secondary programmes placed Canada among the lowest internationally. (0 %, rank 41/42 , 2024) Download Indicator
Among participating countries, Canada reported one of the smallest shares of female students in upper secondary general programmes. (49 %, rank 42/43 , 2024) Download Indicator
In Canada, the percentage of students enrolled in private institutions at pre-primary level is comparatively low. (8.1 %, rank 35/42 , 2024) Download Indicator
The enrolment rate among students aged 15-19 in upper secondary general programmes in Canada is one of the highest among OECD and partner countries with available data. (53.6 %, rank 2/43 , 2024) Download Indicator
Graduation
The percentage of first-time graduates in vocational programmes at upper secondary level is one of the lowest among OECD and partner countries with available data. (6.1 %, rank 34/34 , 2024) 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. (49.5 %, rank 40/42 , 2024) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of education is one of the lowest among OECD and partner countries with available data. (5.1 %, rank 36/38 , 2024) Download Indicator
The share of tertiary graduates in STEM fields in Canada was one of the highest compared to other participating countries. (26.5 %, rank 10/38 , 2024) Download Indicator
Graduation by field of education and gender
The proportion of female tertiary graduates in education is one of the lowest among OECD and partner countries. (7 %, rank 35/38 , 2024) Download Indicator
The share of male tertiary graduates in the field of health and welfare is relatively low in Canada. (5.6 %, rank 33/38 , 2024) Download Indicator
In Canada, the share of female graduates in tertiary education in all fields is one of the smallest among OECD countries and partner economies with available data. (56.3 %, rank 29/34 , 2024) Download Indicator
Completion rates
A relatively high share of upper secondary students complete their studies within the theoretical programme duration. (83.4 %, rank 6/26 , 2022) Download Indicator
A relatively high share of students in upper secondary general programmes complete their studies within the theoretical programme duration. (83.4 %, rank 1/26 , 2022) Download Indicator
A relatively high share of upper secondary students complete their studies up to two years later than the theoretical programme duration. (90.2 %, rank 4/24 , 2024) Download Indicator
A relatively high share of students in upper secondary general programmes complete their studies up to two years later than the theoretical programme duration. (90.2 %, rank 1/24 , 2024) Download Indicator
Fields of education
In Canada, the percentage of new entrants to tertiary education in the field of education is relatively low. (3.3 %, rank 27/27 , 2024) Download Indicator
In Canada, the percentage of new entrants to tertiary education in the field of arts and humanities is relatively low. (7.1 %, rank 24/27 , 2024) Download Indicator
The proportion of new entrants to tertiary education in the field of agriculture, forestry, fisheries and veterinary is one of the smallest among OECD and partner countries with available data. (1.2 %, rank 23/27 , 2024) Download Indicator
The percentage of new entrants in engineering, manufacturing and construction bachelor's programmes is relatively low in Canada among countries with available data. (9.5 %, rank 28/32 , 2024) Download Indicator
Student mobility
Canada has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (24.7 %, rank 3/42 , 2024) Download Indicator
The share of worldwide foreign and international students is one of the largest among OECD and partner countries with available data. (7 %, rank 6/46 , 2023) Download Indicator
In Canada, the proportion of international or foreign students enrolled in bachelor's programmes is one of the largest among OECD and partner countries with available data. (15.8 %, rank 6/42 , 2024) Download Indicator
In Canada, the proportion of international or foreign students enrolled in master's programmes is one of the largest among OECD and partner countries with available data. (24.9 %, rank 10/42 , 2024) Download Indicator
In Canada, the proportion of international or foreign students enrolled in short-cycle tertiary programmes is one of the largest among OECD and partner countries with available data. (42.1 %, rank 1/35 , 2024) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of education among all international or foreign tertiary students in Canada is relatively low. (0.8 %, rank 36/38 , 2024) Download Indicator
The percentage of students enrolled in the field of arts and humanities among all international or foreign tertiary students in Canada is relatively low. (4.4 %, rank 35/38 , 2024) Download Indicator
The percentage of students enrolled in the field of health and welfare among all international or foreign tertiary students in Canada is relatively low. (6.2 %, rank 34/38 , 2024) Download Indicator
In Canada, the share of students enrolled in the field of science, technology, engineering and mathematics among all international or foreign students is relatively high compared to other OECD and partner countries. (38.2 %, rank 6/38 , 2024) Download Indicator
In Canada, the share of students enrolled in the field of agriculture, forestry, fisheries and veterinary among all international or foreign tertiary students is relatively low compared to other OECD and partner countries. (0.7 %, rank 33/38 , 2024) Download Indicator
Adult participation in non-formal education
In Canada, the share of employed adults aged 25-44 participating in non-formal education or training was among the highest across countries with available data. (68.7 %, rank 4/30 , 2023) Download Indicator
The share of employed adults aged 45-64 participating in non-formal education or training was among the largest in Canada compared with other countries with available data. (56.1 %, rank 8/30 , 2023) Download Indicator
Among employed adults aged 25-64, participation in non-formal education or training in Canada was among the highest across countries with available data. (63.1 %, rank 6/30 , 2023) Download Indicator
Among unemployed adults aged 25-64, the share participating in non-formal education or training in Canada was among the highest across countries with available data. (45.4 %, rank 4/30 , 2023) Download Indicator
Among adults aged 25-64 outside the labour force, participation in non-formal education or training in Canada was among the highest across countries with available data. (21.8 %, rank 7/30 , 2023) Download Indicator
In Canada, the share of adults aged 25-64 with below upper secondary attainment who reported never having participated in non-formal education or training was among the smallest across countries with available data. (32.2 %, rank 21/29 , 2023) Download Indicator
The share of adults aged 25-64 with upper secondary or post-secondary non-tertiary attainment who reported never having participated in non-formal education or training was among the lowest in Canada compared with other countries with available data. (13.6 %, rank 22/29 , 2023) Download Indicator
Among adults aged 25-64 with tertiary attainment, the share reporting never having participated in non-formal education or training in Canada was among the smallest across countries with available data. (7.5 %, rank 20/29 , 2023) Download Indicator
In Canada, the share of adults aged 25-64 across all education levels who reported never having participated in non-formal education or training was among the lowest across countries with available data. (11.6 %, rank 25/29 , 2023) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (29822 USD Equivalent, rank 5/38 , 2023) Download Indicator
Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (15870 USD Equivalent, rank 10/37 , 2023) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (21299 USD Equivalent, rank 3/33 , 2023) Download Indicator
In Canada, the total annual expenditure per full-time equivalent student on tertiary education is one of the largest among OECD and partner countries with available data. (23954 USD Equivalent, rank 5/38 , 2023) Download Indicator
The total annual expenditure per full-time equivalent student on upper secondary general education is one of the largest among OECD and partner countries with available data. (16087 USD Equivalent, rank 10/31 , 2023) Download Indicator
Expenditure in education and national wealth
In Canada, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (5.3 %, rank 10/37 , 2023) Download Indicator
In Canada, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (2.2 %, rank 2/38 , 2023) Download Indicator
In Canada, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (1.4 %, rank 4/36 , 2023) Download Indicator
The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively high in Canada. (1.4 %, rank 3/35 , 2023) Download Indicator
Government and private expenditure in education
Canada has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (27.2 %, rank 5/36 , 2023) Download Indicator
In Canada, international expenditure on educational institutions as a percentage of total expenditure on primary to tertiary education is relatively low. (0.1 %, rank 28/30 , 2023) Download Indicator
In Canada, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (72.6 %, rank 32/36 , 2023) Download Indicator
Who the teachers are
The share of women among teaching staff in primary education is one of the smallest among OECD and partner countries with available data. (75.4 %, rank 36/43 , 2024) Download Indicator
The share of women among teaching staff in upper secondary education is one of the largest among OECD and partner countries with available data. (75.4 %, rank 3/42 , 2024) Download Indicator
Females aged 50 or more represent a small proportion of teachers in primary education in Canada. (70.8 %, rank 38/42 , 2024) Download Indicator
In Canada, the share of bachelor's, master's and doctoral level teachers aged between 30 and 49 is relatively low, compared to other countries with data available. (44.1 %, rank 32/36 , 2024) Download Indicator
Teachers' salaries
In Canada, the change in statutory primary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively small. (96 Index, rank 24/33 , 2025) Download Indicator
In Canada, the change in statutory lower secondary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively small. (96 Index, rank 25/33 , 2025) 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. (84165 USD Equivalent, rank 5/42 , 2025) Download Indicator
After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (84165 USD Equivalent, rank 8/42 , 2025) Download Indicator
After 15 years of experience, a primary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (84165 USD Equivalent, rank 5/42 , 2025) Download Indicator
Teacher shortages
The gap in job satisfaction between teachers and other similarly educated employed adults aged 16-65 is especially wide in favor of teachers in Canada. (5 % points, rank 7/27 , 2023) Download Indicator
Between 2015 and 2024, Canada reported an increase in the number of students enrolled in education. (110 Index, rank 9/40 , 2024) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with tertiary education is comparatively low. (82.8 %, rank 33/41 , 2025) Download Indicator
The employment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is low compared to other OECD and partner countries. (85.7 %, rank 35/37 , 2025) Download Indicator
The employment rate among 55-64 year-olds with tertiary education is comparatively low in Canada. (67.4 %, rank 35/40 , 2025) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-64 year-old men with tertiary education is comparatively low. (86.3 %, rank 39/41 , 2025) Download Indicator
The employment rate among 55-64 year-old men with tertiary education is comparatively low in Canada. (72.3 %, rank 37/40 , 2025) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with tertiary education is comparatively high. (5.1 %, rank 6/40 , 2025) Download Indicator
The unemployment rate among 25-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education is high compared to other OECD and partner countries. (5.8 %, rank 10/33 , 2025) Download Indicator
The unemployment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is high compared to other OECD and partner countries. (7.3 %, rank 7/35 , 2025) Download Indicator
Unemployment by gender and educational attainment
The unemployment rate among 25-34 year-old men with tertiary education is comparatively high in Canada. (6.3 %, rank 10/38 , 2025) Download Indicator
The unemployment rate among 25-34 year-old women with tertiary education is comparatively high in Canada. (6.2 %, rank 10/38 , 2025) Download Indicator
Earnings and skill level
In Canada, the share of high earners aged 25-64 with low numeracy, literacy and adaptive problem-solving skills in the Adult Skills Survey was among the smallest across countries with available data. (13.2 %, rank 22/29 , 2023) Download Indicator
Social outcomes
In Canada, the share of employed men aged 25-64 with tertiary education reporting high or very high flexibility in their main job was among the lowest across countries with available data. (38.9 %, rank 21/30 , 2023) Download Indicator
Among employed adults aged 25-64 with below upper secondary attainment, the share who sometimes or usually work from home in Canada was among the largest across countries with available data. (30.6 %, rank 1/29 , 2023) Download Indicator
The share of employed adults aged 25-64 with upper secondary or post-secondary non-tertiary attainment who sometimes or usually work from home was among the highest in Canada compared with other countries with available data. (30.1 %, rank 5/32 , 2023) Download Indicator
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General findings
- Educational attainment remains at an all-time high in 2025 as more people obtain advanced qualifications. Across the OECD, 43% of working-age adults have a tertiary qualification, while the share of adults with upper secondary or post-secondary non-tertiary attainment is slightly lower at 39%.
- On a similar note, the share of young adults without upper secondary attainment continues to decline across the OECD, standing at 12% in 2025. Therefore, while more young adults obtain a tertiary qualification, the share of individuals whose highest qualification is upper secondary with a vocational orientation is decreasing in almost all OECD countries.
- Regarding the share of young people being neither in employment nor in education or training, it stood at 14% as of 2025 across OECD countries. However, cross-country comparisons reveal a wide variety of trends, ranging from large falls in Croatia or Ireland to increases in Germany or Latvia.
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- Most children aged 3 to 5 are enrolled in early childhood education, with an average participation rate of 86% across the OECD in 2024. Participation in early childhood education increases with age and tends to be higher in countries with stronger institutional support for participation.
- 76.2% of students complete upper secondary programmes within the theoretical programme duration. This rises to 84.9% with two additional years on average across the OECD.
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- In 2023, OECD countries allocated an average of 9.8% of total government expenditure to education, equivalent to 4.2% of GDP.
- Total expenditure on education tends to rise with the level of education. In primary education, expenditure per student was USD 13 552 in 2023 on average across the OECD. This amount rises to USD 14 923 in secondary education and to USD 22 402 in tertiary education.
- Tertiary education continues to expand, placing pressure on public budgets. Private sources represent a larger share of total funding at the tertiary level than at any other level of education. However, as a whole most investment in education comes from public sources. On average, across the OECD, government expenditure on primary to tertiary education corresponded to 4% of GDP in 2023, while private expenditure corresponded to 0.6%. Both of these figures are measured as initial source of funds, which implies that we are tracking the original provider.
- Research and development represents around one-third of total expenditure across the OECD on tertiary educational institutions, underlining their dual role in both teaching and research. On average across the OECD, in 2023, USD 8 060 were invested annually into research and development for every student enrolled in tertiary education.
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- Compulsory teaching time averages 770 hours per year for primary students and 710 hours for lower secondary students (general programmes), a difference of about 60 hours annually.
- The ratio of children to teachers in primary education has slightly fallen across most OECD countries, decreasing from an average of 15 children per teacher in 2015 to 14 in 2024.
- Teachers’ statutory salaries increase with the level of education taught. On average, across OECD countries and economies, the salaries of teachers with the most prevalent qualifications with 15 years of experience range from USD 60 437 at pre-primary level to USD 68 928 at upper secondary level.
- Teachers’ actual salaries at primary and general secondary levels of education are 87-95% of the average earnings of tertiary-educated workers across OECD countries. School heads' actual salaries are usually higher than those of tertiary-educated workers.
| Education policies: Teachers | Education policies: Learning environment | OECD Teaching and Learning International Survey (TALIS) |
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- On average across OECD countries, 9.1% of teachers in primary and secondary education are non-fully qualified, with shares exceeding 18% in Chile, Denmark, Estonia and Germany.
- Furthermore, the share of fully qualified teachers leaving the profession in primary and secondary schools stands at 6.4% of the total teaching workforce.
- The ratio of children to teachers in primary education has slightly fallen across most OECD countries, decreasing from an average of 15 children per teacher in 2015 to 14 in 2024.
- Regarding job satisfaction among teachers, participating countries show wide differences. Japan, Spain and Czechia reported that teachers tend to be much more satisfied with their jobs than other employed adults. On the other hand, teachers in Hungary, Chile or Latvia tend to be less satisfied with their jobs than other employed adults.
| Education policies: Teachers | Education policies: Teacher working conditions | Education policies: Teacher employment |
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Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities,
such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
for each publication.
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: https://www.oecd.org/en/about/members-partners.html
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. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
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: 2026 for school year 2025/2026 in the Northern Hemisphere.
*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 Sources Methodologies and Technical Notes of EAG 2025 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.
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: https://www.oecd.org/en/about/members-partners.html
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. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
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: 2026 for school year 2025/2026 in the Northern Hemisphere.
*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 Sources Methodologies and Technical Notes of EAG 2025 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.