Country
Data profiles:
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
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Educational outcomes
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 , 2019) Download Indicator
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 %, rank 36/36 , 2018) Download Indicator
The proportion of 25-34 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (10.1 %, rank 30/34 , 2019) Download Indicator
The proportion of 55-64 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (11.1 %, rank 26/34 , 2019) Download Indicator
The proportion of 55-64 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (26.5 %, rank 5/37 , 2019) Download Indicator
The level of short-cycle tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (24.4 %, rank 1/36 , 2019) Download Indicator
The level of short-cycle tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (25.6 %, rank 2/39 , 2019) Download Indicator
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 (32.9 Years, rank 2/36 , 2018) Download Indicator
In Canada, the percentage of first-time bachelor's graduates younger than 30 is relatively high. (90.6 %, rank 10/30 , 2018) Download Indicator
In Canada, the percentage of first-time master's graduates younger than 35 is relatively low. (77.6 %, rank 23/29 , 2018) 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. (6.7 %, rank 31/34 , 2019) 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. (31.3 %, rank 34/34 , 2019) 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. (31.5 %, rank 33/34 , 2019) Download Indicator
Participation in education
The enrolment rate among 15-19 year-olds in Canada is one of the lowest among OECD and partner countries with available data. (77 %, rank 33/40 , 2018) 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 40/41 , 2018) Download Indicator
The enrolment rate of 40-64 year-olds in Canada is one of the lowest among OECD and partner countries with available data. (0.7 %, rank 30/39 , 2018) 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 1/33 , 2018) 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. (8.3 %, rank 25/30 , 2018) 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. (5.7 %, rank 40/43 , 2018) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Canada is relatively small. (4.4 %, rank 36/45 , 2018) Download Indicator
Graduation by field of education and gender
In Canada, the share of female doctoral graduates in the field of business, administration and law is relatively high. (51.7 %, rank 8/43 , 2018) Download Indicator
In Canada, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (23.9 %, rank 37/43 , 2018) Download Indicator
Adult learning
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
Fields of education
The percentage of students enrolled in the field of information and communication technologies among all national tertiary students in Canada is relatively low. (3.3 %, rank 31/35 , 2018) 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. (13.8 %, rank 7/45 , 2018) Download Indicator
Canada is one of the most attractive destinations to foreign students compared to other OECD and partner countries with available data. (4 %, rank 7/81 , 2018) 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. (5 Students, rank 9/46 , 2018) 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. (1.2 %, rank 33/34 , 2018) Download Indicator
The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Canada is relatively high. (29.5 %, rank 9/34 , 2018) Download Indicator
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all international or foreign tertiary students in Canada is relatively high. (12.3 %, rank 6/34 , 2018) Download Indicator
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Canada is relatively high. (19.4 %, rank 10/34 , 2018) 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. (4.9 %, rank 30/34 , 2018) Download Indicator
The percentage of students enrolled in the field of services among all international or foreign tertiary students in Canada is relatively low. (0.7 %, rank 29/34 , 2018) Download Indicator
Resources for education
In Canada, total public expenditure on secondary educational institutions as a percentage of total public expenditure is comparatively low. (2.9 %, rank 41/42 , 2017) Download Indicator
Between 2012 and 2017, the average annual growth rate in total expenditure on educational institutions from primary to tertiary education is one of the lowest among OECD and partner countries with available data. (0.6 %, rank 24/31 , 2017) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (24671 USD Equivalent, rank 5/37 , 2017) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (14428 USD Equivalent, rank 6/36 , 2017) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (13891 USD Equivalent, rank 6/37 , 2017) Download Indicator
In Canada, between 2012 and 2017, the average annual expenditure per full-time equivalent student from primary to tertiary education is one the lowest among OECD and partner countries with available data. (-0.2 %, rank 26/30 , 2017) Download Indicator
The average annual growth rate of total expenditure per full-time equivalent student in tertiary education between 2012 and 2017 is one of the lowest among OECD and partner countries with available data. (-1.1 %, rank 23/31 , 2017) 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 8/36 , 2017) Download Indicator
In Canada, expenditure on secondary educational institutions as a percentage of GDP is comparatively low. (1.4 %, rank 34/37 , 2017) Download Indicator
In Canada, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (2.3 %, rank 3/37 , 2017) 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 7/36 , 2017) 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. (46.1 %, rank 8/37 , 2017) 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. (23.6 %, rank 10/36 , 2017) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (53.9 %, rank 30/37 , 2017) Download Indicator
In Canada, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (76.4 %, rank 27/36 , 2017) Download Indicator
Tuition fees
The estimated average annual tuitions fees charged by public institutions, for foreign students in master's or equivalent level in Canada is one of the highest among OECD and partner countries with available data. (13552 USD Equivalent, rank 4/5 , 2018) Download Indicator
Compared to 2007/2008, in 2017/2018 the amount of tuition fees at masters' or equivalent level are relatively high. (107 Index, rank 7/9 , 2018) Download Indicator
Who the teachers are
The share of women among teaching staff in tertiary education is one of the largest among OECD and partner countries with available data. (49.3 %, rank 7/39 , 2017) Download Indicator
The percentage of upper secondary teachers older than 50 is especially low. (26.6 %, rank 31/35 , 2018) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially low. (26.6 %, rank 27/36 , 2018) Download Indicator
Teachers' salaries
After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (62381 USD Equivalent, rank 5/32 , 2019) 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. (70698 USD Equivalent, rank 4/33 , 2019) Download Indicator
Teachers' salaries progression
Salaries of primary school teachers with minimum training at the top of scale are especially high. (62381 USD Equivalent, rank 10/34 , 2019) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (60097 USD Equivalent, rank 6/33 , 2019) 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. (85 %, rank 34/41 , 2019) Download Indicator
The employment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (88.3 %, rank 7/34 , 2019) Download Indicator
Unemployment and educational attainment
Among the unemployed population aged between 25 and 64, with below upper secondary education, the share of those who have been unemployed for less than 3 months is one of the largest in Canada, compared to other OECD countries. (55.1 %, rank 4/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with below upper secondary education, the share of those who have been unemployed for at least 12 months is one of the smallest in Canada, compared to other OECD countries. (10.3 %, rank 35/38 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with upper secondary or post-secondary non-tertiary education, the share of those who have been unemployed for at least 12 months is one of the smallest in Canada, compared to other OECD countries. (11.5 %, rank 36/38 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for less than 3 months is one of the largest in Canada, compared to other OECD countries. (55.5 %, rank 3/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for at least 12 months is one of the smallest in Canada, compared to OECD countries. (11.2 %, rank 36/38 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with below upper secondary education is high in Canada. (35.7 %, rank 10/41 , 2019) Download Indicator
In Canada, the inactivity rate of 25-34 year-olds with vocational upper secondary or post-secondary non-tertiary education is relatively Canada. (7.3 %, rank 28/33 , 2019) Download Indicator
The employment rate among 25-34 year-old women with vocational upper secondary or a post-secondary non-tertiary education is comparatively low. (3.5 %, rank 26/29 , 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. (47.1 %, rank 22/28 , 2017) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (23.7 %, rank 20/28 , 2017) Download Indicator
The proportion of male full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively low. (63.8 %, rank 25/28 , 2017) 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. (43.5 %, rank 23/27 , 2017) Download Indicator
The proportion of male full-time earners among all earners aged 35 to 44 with tertiary education is comparatively low. (69.1 %, rank 27/28 , 2017) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (50.4 %, rank 27/28 , 2017) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (35 %, rank 22/27 , 2017) 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. (66.9 %, rank 34/37 , 2017) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the lowest among countries with available data. (69.4 %, rank 33/37 , 2017) 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. (75.2 %, rank 34/37 , 2017) Download Indicator
General findings
- While 37% of 15-19 year-old upper secondary students are in vocational programmes, the share increases to 61% among students over 25.
- The most popular fields of study among vocational graduates vary at different levels of education. While engineering, manufacturing and construction is the most common broad field at upper secondary level, at short-cycle tertiary level, most students graduate from business, administration and law, or health and welfare.
- Combined school and work-based learning can help students transition smootly into the labor market. However, only one -third of all upper secondary vocational students are enrolled in school and work-based programmes on average across OECD countries.
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- Between the age of 3 to 5, 88% of children are enrolled in pre-primary and primary education, on average across OECD countries.
- The estimated expenditure on all children aged 3 to 5 enrolled in ECEC and primary education amounts to an average of 0.6% of GDP. Only in Iceland and Norway does it equal or exceed 1.0%.
- The ECEC workforce is at the heart of high-quality education. On average across OECD countries, there are 14 children for every teacher working in pre-primary education (ISCED 02).
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- In 2019, 45% of 25-34 year-olds held a tertiary degree, compared to 28% among 55-64 year-olds, on average across OECD countries.
- On average across OECD countries, 17% of first-time tertiary entrants enter short-cycle tertiary programmes. The employment rate of adults with a short-cycle tertiary degree is 4 percentage points higher than those with an upper secondary vocational attainment and they earn 16% more, on average across OECD countries.
- Based on current patterns, it is estimated that 38% of young adults across OECD countries will graduate from tertiary education for the first time before the age of 30 (excluding international students).
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- In 2017, total expenditure amounted to approximately USD 9 100 per student in primary institutions and USD 10 500 in secondary institutions on average across OECD countries.
- After increasing between 2005 and 2012, total expenditure on primary to tertiary institutions as a share of gross domestic product (GDP) has fallen to 4.9% in 2017 on average, below its 2005 value of 5.1%. This is due to educational expenditure rising more slowly than GDP over this period, growing by 17% while GDP grew by 27%.
- Private sources financed more than 30% of the expenditure, on average, at tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
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- There are relatively few young teachers (under the age of 30), and the proportion decreases with the level of education. Young teachers make up 12% of the teaching population in primary education, 10% in lower secondary education and 8% in upper secondary education, on average across OECD countries.
- While instruction time for students increases at higher educational levels, statutory teaching time in public institutions decreases: teachers in OECD countries and economies are required to teach on average 778 hours per year at primary level compared to 680 hours at upper secondary level (general programmes).
- Between 2005 and 2019, the statutory salaries of primary and secondary general teachers - with 15 years of experience and the most prevalent qualifications - increased by 2-3%, despite salaries falling after the 2008 economic crisis, on average across OECD countries and economies with available data.
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to display other variables
to display other variables
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2019 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.