Country
Data profiles:
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| 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) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 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) |
| Teachers and teaching conditions (TALIS 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) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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) |
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Profile View
Select first some countries to compare, choose the charts you wish to display and customise them.
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. (5.3 %, rank 41/44 , 2020) 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. (7.6 %, rank 40/45 , 2020) 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. (60 %, rank 1/46 , 2020) 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. (64.4 %, rank 2/45 , 2020) 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. (50 %, rank 2/45 , 2020) 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. (10.4 %, rank 27/34 , 2020) Download Indicator
The level of below upper secondary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (12.2 %, rank 36/44 , 2020) 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. (9.6 %, rank 31/34 , 2020) Download Indicator
The proportion of 55-64 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (11 %, rank 26/34 , 2020) Download Indicator
The proportion of 55-64 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (26.8 %, rank 4/39 , 2020) 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. (24 %, rank 1/35 , 2020) Download Indicator
The level of short-cycle tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (25.4 %, rank 2/38 , 2020) Download Indicator
Attainment by gender
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. (55.7 %, rank 3/45 , 2020) 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. (73.4 %, rank 2/45 , 2020) Download Indicator
The share of 25-34 year-old men who attained below upper secondary education in Canada is one of the lowest among OECD and partner countries with available data. (6.7 %, rank 39/44 , 2020) Download Indicator
The share of 25-34 year-old women who attained below upper secondary education in Canada is one of the lowest among OECD and partner countries with available data. (3.9 %, rank 42/44 , 2020) 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 lowest among OECD and partner countries with available data. (22.7 %, rank 40/44 , 2020) Download Indicator
Canada has one of the smallest share of women among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (30.4 %, rank 34/34 , 2020) 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. (33.8 %, rank 32/34 , 2020) Download Indicator
Participation in education
The enrolment rate of 6-14 year-olds in Canada is one of the highest among OECD and partner countries with available data. (100 %, rank 1/44 , 2019) Download Indicator
The enrolment rate among 15-19 year-olds in Canada is one of the lowest among OECD and partner countries with available data. (72.3 %, rank 37/43 , 2019) Download Indicator
The proportion of upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (8.7 %, rank 42/44 , 2019) Download Indicator
The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the lowest among OECD and partner countries with available data. (1.9 %, rank 41/42 , 2019) 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 largest among OECD and partner countries with available data. (100 %, rank 1/35 , 2019) Download Indicator
Graduation expectancy
The percentage of today's young people expected to obtain a master's or an equivalent degree before the age of 35 is one of the lowest among OECD countries and partner economies with available data. (8.5 %, rank 25/29 , 2019) 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. (6.2 %, rank 36/36 , 2019) Download Indicator
In Canada, the percentage of bachelor's or equivalent graduates in public institutions is one of the highest among OECD and partner countries with available data. (100 %, rank 1/35 , 2019) Download Indicator
In Canada, the percentage of master's or equivalent graduates in public institutions is one of the largest among OECD and partner countries with available data. (100 %, rank 1/35 , 2019) Download Indicator
The share of long first degree master's graduates in public institutions is relatively high in Canada. (100 %, rank 1/22 , 2019) Download Indicator
The share of doctorate graduates in public institutions is relatively high in Canada. (100 %, rank 1/35 , 2019) Download Indicator
Graduation by gender
In Canada, the share of female doctoral graduates in the field of business, administration and law is relatively high. (52.8 %, rank 6/43 , 2019) Download Indicator
In Canada, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (25.7 %, rank 36/44 , 2019) Download Indicator
In Canada, the share of female tertiary graduates in the field of social sciences, journalism and information is one of the largest among OECD and partner countries with available data. (12.8 %, rank 10/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of education is relatively low in Canada. (2.9 %, rank 36/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of health and welfare is relatively low in Canada. (6.1 %, rank 34/43 , 2019) Download Indicator
Graduation by age
The average age of upper secondary graduates from vocational programmes in Canada is one of the highest among OECD and partner countries with available data (32.5 Years, rank 2/37 , 2019) Download Indicator
The average age of upper secondary graduates from general programmes in Canada is one of the lowest among OECD and partner countries with available data (17.8 Years, rank 29/38 , 2019) Download Indicator
In Canada, the percentage of first-time bachelor's graduates younger than 30 is relatively high. (90.7 %, rank 10/31 , 2019) Download Indicator
In Canada, the percentage of first-time master's graduates younger than 35 is relatively low. (78 %, rank 23/29 , 2019) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in education is one of the lowest among OECD and partner countries. (7.4 %, rank 40/43 , 2019) Download Indicator
The percentage of tertiary graduates in the field of education is one of the lowest among OECD and partner countries with available data. (5.5 %, rank 41/44 , 2019) Download Indicator
The percentage of tertiary graduates in the field of natural sciences, mathematics and statistics is one of the highest among OECD and partner countries with available data. (8.2 %, rank 4/44 , 2019) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Canada is relatively small. (4.1 %, rank 39/44 , 2019) Download Indicator
Fields of education
In Canada, the percentage of new entrants to tertiary education in the field of education is relatively low. (3.4 %, rank 35/37 , 2019) Download Indicator
The share of female who enter tertiary education in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (21.1 %, rank 31/36 , 2019) Download Indicator
The percentage of students enrolled in the field of education among all national tertiary students in Canada is relatively low. (5.3 %, rank 30/34 , 2019) Download Indicator
The share of female among new entrants in doctoral programmes enrolled in the field of engineering, manufacturing and construction in Canada is relatively small. (28 %, rank 30/34 , 2019) 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. (16.2 %, rank 7/44 , 2019) Download Indicator
In Canada, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively large. (4.6 %, rank 5/81 , 2019) Download Indicator
In Canada, the number of international or foreign students per national student abroad is one of the highest among OECD and partner countries with available data. (6 Students, rank 6/44 , 2019) Download Indicator
In Canada, the proportion of new international entrants in master's long first degree (LFD) programmes is relatively low. (1.7 %, rank 18/22 , 2019) 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. (0.9 %, rank 32/33 , 2019) 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. (7.7 %, rank 28/33 , 2019) Download Indicator
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all international or foreign tertiary students in Canada is relatively high. (13.4 %, rank 5/33 , 2019) 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. (5.2 %, rank 29/33 , 2019) Download Indicator
Adult participation in non-formal education
In Canada, the proportion of employed adults participating in non-formal education and training is high compared to other OECD and partner countries. (64.1 %, rank 9/36 , 2016) Download Indicator
In Canada, the proportion of adults employed in enterprises of over 249 persons and participating in non-formal education and training is high compared to other OECD and partner countries. (76.5 %, rank 8/35 , 2016) Download Indicator
In Canada, the proportion of adults employed in the public sector and participating in non-formal education and training is high compared to other OECD and partner countries. (79.8 %, rank 7/36 , 2016) Download Indicator
The percentage of employed adults participating in job-related non-formal education and training sponsored by the employer is relatively high. (53.6 %, rank 9/36 , 2016) Download Indicator
In Canada, the proportion of adults employed in enterprises of 1-9 persons and participating in job-related non-formal education and training sponsored by the employer is high compared to other OECD and partner countries. (36 %, rank 10/36 , 2016) Download Indicator
In Canada, the proportion of adults employed in enterprises of over of 249 persons and participating in job-related non-formal education and training sponsored by the employer is high compared to other OECD and partner countries. (67 %, rank 10/34 , 2016) Download Indicator
The percentage adults employed in enterprises of over 249 persons and participating in job-related non-formal education and training not sponsored by the employer is relatively low. (2.9 %, rank 22/27 , 2016) Download Indicator
In Canada, the proportion of adults employed in the public sector and participating in job-related non-formal education and training not sponsored by the employer is low compared to other OECD and partner countries. (4.8 %, rank 31/36 , 2016) Download Indicator
The proportion of adults employed in enterprises of over 249 persons and participating in non-job-related non-formal education and training sponsored by the employer is is relatively low in Canada. (1.6 %, rank 12/15 , 2016) Download Indicator
In Canada, the number of annual hours of participation of adults with upper secondary or post-secondary education in non-formal education and training is comparatively high (114.5 %, rank 7/36 , 2016) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (24496 USD Equivalent, rank 6/37 , 2018) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (14905 USD Equivalent, rank 7/37 , 2018) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (14575 USD Equivalent, rank 9/37 , 2018) Download Indicator
In Canada, the total expenditure per full-time equivalent student on primary to tertiary education is one of the highest among OECD and partner countries with available data. (13608 USD Equivalent 2015, rank 7/37 , 2018) Download Indicator
In Canada, the total expenditure per full-time equivalent student on tertiary education is one of the largest among OECD and partner countries with available data. (22364 USD Equivalent 2015, rank 6/37 , 2018) 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. (5.9 %, rank 7/37 , 2018) Download Indicator
Compared to 2011, GDP is comparatively low. (103 Index, rank 40/45 , 2018) Download Indicator
In Canada, expenditure on secondary educational institutions as a percentage of GDP is comparatively low. (1.4 %, rank 35/37 , 2018) Download Indicator
In Canada, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (2.3 %, rank 3/37 , 2018) 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 6/37 , 2018) Download Indicator
In Canada, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0 USD Equivalent, rank 2/29 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student from primary to tertiary education is one of the largest in Canada among OECD and partner countries with available data. (1 %, rank 10/35 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on tertiary education in Canada is one of the highest among OECD and partner countries with available data. (2.5 %, rank 6/30 , 2018) Download Indicator
Public and private expenditure in education
The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (47.7 %, rank 7/37 , 2018) Download Indicator
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. (24.3 %, rank 10/37 , 2018) Download Indicator
In Canada, total public expenditure on secondary educational institutions as a percentage of total public expenditure is comparatively low. (2.9 %, rank 40/41 , 2018) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (52.3 %, rank 31/37 , 2018) Download Indicator
In Canada, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (75.7 %, rank 28/37 , 2018) Download Indicator
The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively small in Canada. (0.1 %, rank 25/29 , 2018) Download Indicator
The relative share of international expenditure on tertiary education from initial source of funds in Canada is one of the lowest among OECD and partner countries with available data. (0.3 %, rank 25/29 , 2018) Download Indicator
Who the teachers are
The share of women among teaching staff in upper secondary education is one of the largest among OECD and partner countries with available data. (75.2 %, rank 3/42 , 2019) Download Indicator
The share of women among teaching staff in short-cycle tertiary education is one of the largest among OECD and partner countries with available data. (53.8 %, rank 8/25 , 2019) Download Indicator
The share of women among teaching staff in tertiary education is one of the largest among OECD and partner countries with available data. (49.5 %, rank 8/39 , 2019) Download Indicator
The percentage of primary to upper secondary teachers aged between 30 and 49 is especially high. (63.1 %, rank 5/37 , 2019) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially low. (26.7 %, rank 28/37 , 2019) Download Indicator
Females under 30 represent a large proportion of teachers in upper secondary education in Canada. (82.7 %, rank 2/37 , 2019) Download Indicator
In Canada, the share of female teachers younger than 30 in tertiary education is relatively large. (60.3 %, rank 4/33 , 2019) Download Indicator
Females aged 50 or more represent a small proportion of teachers in primary education in Canada. (69.7 %, rank 35/38 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in upper secondary education is especially high in Canada. (69.7 %, rank 5/37 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in tertiary education is especially high in Canada. (44.4 %, rank 9/33 , 2019) Download Indicator
Teachers' salaries
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. (71664 USD Equivalent, rank 4/33 , 2020) Download Indicator
Teachers' salaries progression
Salaries of primary school teachers with minimum training at the top of scale are especially high. (63043 USD Equivalent, rank 10/34 , 2020) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (61401 USD Equivalent, rank 6/34 , 2020) Download Indicator
It takes lower secondary teachers less time to progress through the salary scale in Canada compared to other OECD and partner countries. (10.6 Years, rank 24/27 , 2020) Download Indicator
Ratio of student to teaching staff
In Canada, the number of students per teacher in private upper secondary education is one of the highest among OECD and partner countries with available data. (15.4 Ratio, rank 10/40 , 2019) Download Indicator
Organisation of the education system
In Canada, total compulsory instruction time for primary and lower secondary students is one of the longest among OECD and partner countries with available data. (8300 Hours, rank 8/37 , 2021) Download Indicator
In Canada, total intended instruction time for lower secondary students is relatively short. (2770 Hours, rank 20/29 , 2021) Download Indicator
Employment and educational attainment
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. (83.4 %, rank 35/41 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (67 %, rank 34/40 , 2020) 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 Canada. (62.1 %, rank 35/43 , 2020) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is one of the highest of all OECD countries and partner economies for which data are available. (10 %, rank 8/33 , 2020) Download Indicator
The unemployment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is one of the highest of all OECD countries and partner economies for which data are available. (13.5 %, rank 9/38 , 2020) Download Indicator
The employment rate among 25-34 year-old men with vocational upper secondary or a post-secondary non-tertiary education is comparatively high. (10.4 %, rank 5/33 , 2020) Download Indicator
Earnings and educational attainment
The earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (85 Index, rank 7/37 , 2019) Download Indicator
Earnings, gender and educational attainment
The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (42.5 %, rank 24/28 , 2019) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (24.5 %, rank 21/27 , 2019) Download Indicator
The proportion of male full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively low. (63.5 %, rank 25/28 , 2019) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively low. (44.9 %, rank 23/28 , 2019) Download Indicator
The proportion of male full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (72.9 %, rank 26/28 , 2019) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (53.4 %, rank 23/28 , 2019) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (53.3 %, rank 26/27 , 2019) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (32.3 %, rank 25/28 , 2019) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the lowest among countries with available data. (64 %, rank 36/37 , 2019) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the lowest among countries with available data. (68.7 %, rank 34/37 , 2019) 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. (75.9 %, rank 34/37 , 2019) Download Indicator
Neither in education nor employed
In Canada, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively large. (10.2 %, rank 8/38 , 2020) Download Indicator
Entrance
In Canada, the average age of new entrants in bachelor's programmes is one of the lowest among OECD and partner countries with available data. (20.2 Years, rank 32/37 , 2019) Download Indicator
In Canada, the percentage of new entrants in short-cycle tertiary programmes younger than 25 is relatively high. (77.3 %, rank 10/32 , 2019) Download Indicator
The proportion of youth (excluding international students) expected to enter bachelor's or equivalent programme before the age of 25 is comparatively low in Canada. (37.6 %, rank 25/32 , 2019) Download Indicator
In Canada, the share of first-time entrants into bachelor's or equivalent programmes before the age of 25 is relatively high. (90.2 %, rank 8/37 , 2019) Download Indicator
The share of young people expected to enter master's programmes before the age of 30 is one of the lowest among OECD and partner countries with available data. (8.2 %, rank 30/38 , 2019) Download Indicator
Excluding international students, Canada has one of the lowest percentages of young people expected to enter master's programmes before turning 30. (6.1 %, rank 27/33 , 2019) Download Indicator
The proportion of today's young people (excluding international students) expected to enter master's programmes before the age of 25 is one of the smallest among OECD countries and partner economies with available data. (0.6 %, rank 21/30 , 2019) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
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- In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
- Women also earn on average about 76-78% of mens salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
- Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
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- On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
- The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
- In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
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- In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
- Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
- In most countries, teachers above 50 years of age make up more than a third of the teaching force.
- Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
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- On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
- There are 15 children for every teacher at pre-primary level on average across OECD countries.
- Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
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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 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.