Country
Data profiles:
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Profile View
Select first some countries to compare, choose the charts you wish to display and customise them.
Attainment
In Chile, the share of 25-34 year-olds who attained a master's or equivalent tertiary education degree is one of the lowest among countries with available data. (1.8 %, rank 35/39 , 2021) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is one of the lowest among OECD countries and partner economies with available data. (4.4 %, rank 28/29 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of arts and humanities, social sciences, journalism and information is one of the lowest among OECD countries and partner economies with available data. (8 %, rank 31/31 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of law is one of the lowest among OECD countries and partner economies with available data. (3 %, rank 11/15 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is one of the lowest among OECD countries and partner economies with available data. (1.3 %, rank 31/31 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of engineering, manufacturing and construction is one of the highest among OECD countries and partner economies with available data. (19.8 %, rank 5/31 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health (medical and dental) is one of the lowest among OECD countries and partner economies with available data. (2.8 %, rank 12/14 , 2021) Download Indicator
Participation in education
The percentage of students in public tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (16.2 %, rank 41/42 , 2020) Download Indicator
The percentage of students in independent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (69.8 %, rank 4/31 , 2020) Download Indicator
In Chile, the share of part-time students in master's programmes is relatively small. (0 %, rank 30/34 , 2018) Download Indicator
The share of upper secondary 20-24-year-old students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (17.8 %, rank 36/40 , 2020) Download Indicator
The enrolment rate of students aged 19 tertiary programmes in Chile is one of the highest among OECD and partner countries with available data. (13.9 %, rank 5/33 , 2020) Download Indicator
The enrolment rate of students aged 20 tertiary programmes in Chile is one of the highest among OECD and partner countries with available data. (14.3 %, rank 4/33 , 2020) Download Indicator
In Chile, the percentage of students enrolled in private institutions at early childhood educational and development level is comparatively low. (9.5 %, rank 22/23 , 2020) Download Indicator
Graduation
In Chile, the percentage of bachelor's or equivalent graduates in public institutions is one of the lowest among OECD and partner countries with available data. (17.3 %, rank 33/34 , 2020) Download Indicator
In Chile, the percentage of master's or equivalent graduates in public institutions is one of the smallest among OECD and partner countries with available data. (10.1 %, rank 34/34 , 2020) Download Indicator
The share of long first degree master's graduates in public institutions is relatively low in Chile. (20.3 %, rank 21/21 , 2020) Download Indicator
The share of doctorate graduates in public institutions is relatively low in Chile. (43.7 %, rank 32/36 , 2020) Download Indicator
The share of first-time short-cycle graduates is relatively high in Chile. (46.3 %, rank 2/27 , 2020) Download Indicator
The percentage of first-time bachelor's graduates is relatively low in Chile. (53.1 %, rank 28/31 , 2020) Download Indicator
The percentage of first-time master's graduates is relatively low in Chile. (0.7 %, rank 21/24 , 2020) Download Indicator
Graduation by gender
In Chile, the share of female tertiary graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (5.6 %, rank 39/40 , 2020) Download Indicator
In Chile, the share of female tertiary graduates in the field of sciences, technology, engineering and mathematics is one of the lowest among OECD and partner countries with available data. (7.5 %, rank 37/37 , 2020) Download Indicator
In Chile, the proportion of male tertiary graduates in the field of arts and humanities is relatively small. (3.2 %, rank 38/41 , 2020) Download Indicator
In Chile, the proportion of male tertiary graduates in the field of social sciences, journalism and information is relatively small. (3.9 %, rank 40/41 , 2020) Download Indicator
Graduation by age
The share of tertiary graduates younger than 30-years-old is one of the smallest among countries with available data. (76 %, rank 26/30 , 2020) Download Indicator
The average age of upper secondary graduates from vocational programmes in Chile is one of the lowest among OECD and partner countries with available data (17.8 Years, rank 34/36 , 2020) Download Indicator
In Chile, the percentage of first-time master's graduates younger than 35 is relatively low. (49.2 %, rank 31/31 , 2020) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in the humanities and arts is one of the lowest among OECD and partner countries. (3.1 %, rank 38/40 , 2020) Download Indicator
The percentage of tertiary graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (3.1 %, rank 38/40 , 2020) Download Indicator
The percentage of tertiary graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (4.9 %, rank 39/40 , 2020) Download Indicator
The percentage of tertiary graduates in the field of natural sciences, mathematics and statistics is one of the lowest among OECD and partner countries with available data. (1.3 %, rank 40/40 , 2020) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Chile is relatively small. (3.3 %, rank 39/42 , 2020) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Chile is relatively large. (38.6 %, rank 1/42 , 2020) Download Indicator
In Chile, the proportion of upper secondary vocational graduates in the field of business, aministration and law is one of the highest among OECD and partner countries with available data. (28.5 %, rank 4/33 , 2020) Download Indicator
In Chile, the proportion of upper secondary vocational graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (46.4 %, rank 5/33 , 2020) Download Indicator
In Chile, the proportion of upper secondary vocational graduates in the field of services is one of the lowest among OECD and partner countries with available data. (4.2 %, rank 32/33 , 2020) Download Indicator
Fields of education
In Chile, the percentage of new entrants to tertiary education in the field of arts and humanities is relatively low. (4.1 %, rank 34/36 , 2020) Download Indicator
In Chile, the percentage of new entrants to tertiary education in the field of social sciences, journalism and information is relatively low. (4.2 %, rank 36/36 , 2020) Download Indicator
In Chile, the percentage of new entrants to tertiary education in the field of natural sciences, mathematics and statistics is relatively low. (2.2 %, rank 36/36 , 2020) Download Indicator
The share of female who enter tertiary education in the field of arts and humanities is one of the smallest among OECD and partner countries with available data. (53.2 %, rank 35/36 , 2020) Download Indicator
The share of female who enter tertiary education in the field of information and communication technologies (ICTs) is one of the smallest among OECD and partner countries with available data. (12.2 %, rank 34/35 , 2020) 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. (18.4 %, rank 35/36 , 2020) Download Indicator
The percentage of students enrolled in the field of arts and humanities among all national tertiary students in Chile is relatively low. (4.1 %, rank 33/35 , 2020) Download Indicator
The percentage of students enrolled in the field of social sciences, journalism and information among all national tertiary students in Chile is relatively low. (5.2 %, rank 35/35 , 2020) Download Indicator
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all national tertiary students in Chile is relatively low. (2.1 %, rank 34/35 , 2020) Download Indicator
In Chile, the share of female among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (53.2 %, rank 33/34 , 2020) Download Indicator
In Chile, the share of new entrants in short-cycle tertiary programmes in the field of arts and humanities is relatively small. (2.1 %, rank 28/31 , 2020) Download Indicator
In Chile, the share of women among new entrants in bachelor's programmes in the field of information and communication technologies is one of the smallest among OECD and partner countries with available data. (12 %, rank 34/35 , 2020) Download Indicator
In Chile, the share of women among new entrants in bachelor's programmes in the field of science, technology, engineering and mathematics is one of the smallest among OECD and partner countries with available data. (23.7 %, rank 32/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in information and communication technologies in Chile is one of the smallest compared to other OECD countries and partner economies. (17 %, rank 33/35 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Chile is one of the smallest compared to other OECD countries and partner economies. (38 %, rank 35/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Chile is one of the smallest compared to other OECD countries and partner economies. (29.6 %, rank 34/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Chile is one of the largest compared to other OECD countries and partner economies. (62 %, rank 2/36 , 2020) Download Indicator
In Chile, the share of men among new entrants in bachelor's programmes in the field of information and communication technologies is one of the largest among OECD and partner countries with available data. (88 %, rank 2/35 , 2020) Download Indicator
In Chile, the share of men among new entrants in bachelor's programmes in the field of science, technology, engineering and mathematics is one of the largest among OECD and partner countries with available data. (76.3 %, rank 4/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in information and communication technologies in Chile is one of the largest compared to other OECD countries and partner economies. (83 %, rank 3/35 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Chile is one of the largest compared to other OECD countries and partner economies. (70.4 %, rank 3/36 , 2020) Download Indicator
The share of male students entering short-cycle tertiary programmes in education in Chile is one of the smallest compared to other OECD countries and partner economies. (1.7 %, rank 21/22 , 2020) Download Indicator
In Chile, the percentage of new entrants to doctoral programmes in the field of business, administration and law is relatively low, compared to other countries with available data. (3.3 %, rank 32/34 , 2020) Download Indicator
In Chile, the percentage of new entrants to doctoral programmes in the field of health and welfare is relatively low, compared to other countries with available data. (8.4 %, rank 31/34 , 2020) Download Indicator
In Chile, the percentage of new entrants to doctoral programmes in the field of information and communication technologies is relatively low, compared to other countries with available data. (1.7 %, rank 29/33 , 2020) Download Indicator
In Chile, the percentage of new entrants to doctoral programmes in the field of natural sciences, mathematics and statistics is relatively high. (33.9 %, rank 1/34 , 2020) Download Indicator
Student mobility
Chile has a small share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (0.8 %, rank 29/29 , 2020) Download Indicator
The percentage of international students entering tertiary education in Chile is relatively low. (1.4 %, rank 30/32 , 2020) Download Indicator
The percentage of international students entering bachelor's programmes is relatively low. (1 %, rank 32/34 , 2020) Download Indicator
In Chile, international or foreign students from Latin America and the Caribbean are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (91.1 %, rank 1/74 , 2020) Download Indicator
In Chile, international or foreign students from Asia are least represented among all international or foreign students, compared to other OECD and partner countries with available data. (0.6 %, rank 72/74 , 2020) Download Indicator
In Chile, the proportion of new international entrants in master's long first degree (LFD) programmes is relatively low. (0.2 %, rank 21/21 , 2020) Download Indicator
In Chile, the proportion of international graduates among bachelor's first-time graduates is relatively low. (0.4 %, rank 30/30 , 2020) Download Indicator
In Chile, the proportion of international graduates among first-time master's graduates is relatively low. (3.2 %, rank 29/30 , 2020) Download Indicator
In Chile, the proportion of international or foreign students enrolled in bachelor's programmes is one of the smallest among OECD and partner countries with available data. (0.6 %, rank 36/38 , 2020) Download Indicator
In Chile, the proportion of international or foreign students enrolled in master's programmes is one of the smallest among OECD and partner countries with available data. (3.6 %, rank 34/38 , 2020) Download Indicator
In Chile, the number of international or foreign students for every hundred national students home or abroad is comparatively low . (1 Students, rank 35/38 , 2020) Download Indicator
In Chile, the share of international or foreign students enrolled in bachelor's programmes among men is relatively low compared to other OECD and partner countries. (0.5 %, rank 35/37 , 2020) Download Indicator
In Chile, the share of international or foreign students enrolled in bachelor's programmes among women is relatively low compared to other OECD and partner countries. (0.6 %, rank 35/37 , 2020) Download Indicator
In Chile, the share of international or foreign students enrolled in master's programmes among men is relatively low compared to other OECD and partner countries. (3.8 %, rank 34/37 , 2020) Download Indicator
In Chile, the share of international or foreign students enrolled in master's programmes among women is relatively low compared to other OECD and partner countries. (3.4 %, rank 33/37 , 2020) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of arts and humanities among all international or foreign tertiary students in Chile is relatively low. (4.4 %, rank 32/33 , 2020) Download Indicator
The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Chile is relatively low. (5.1 %, rank 30/33 , 2020) Download Indicator
The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Chile is relatively high. (34 %, rank 5/33 , 2020) Download Indicator
In Chile, the share of international and foreign students among all students in the field of education is one of the smallest among OECD and partner countries with avaialble data. (0.5 %, rank 33/36 , 2020) Download Indicator
In Chile, the share of international and foreign students among all students in the field of arts and humanities is one of the smallest among OECD and partner countries with avaialble data. (1.1 %, rank 34/36 , 2020) Download Indicator
In Chile, the share of international and foreign students among all students in the field of social sciences, journalism and information is one of the smallest among OECD and partner countries with avaialble data. (1.1 %, rank 34/36 , 2020) Download Indicator
In Chile, the share of international and foreign students among all students in the field of business, administration and law is one of the smallest among OECD and partner countries with avaialble data. (1.6 %, rank 32/35 , 2020) Download Indicator
In Chile, the share of international and foreign students among all students in the field of information and communication technologies is one of the smallest among OECD and partner countries with avaialble data. (1.5 %, rank 33/35 , 2020) Download Indicator
In Chile, the share of international and foreign students among all students in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with avaialble data. (0.9 %, rank 34/36 , 2020) Download Indicator
In Chile, the share of international and foreign students among all students in the field of health and welfare is one of the smallest among OECD and partner countries with avaialble data. (0.8 %, rank 34/36 , 2020) Download Indicator
In Chile, the percentage of international doctoral graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (2 %, rank 30/34 , 2020) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the lowest among OECD and partner countries with available data. (10253 USD Equivalent, rank 33/37 , 2019) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and partner countries with available data. (7239 USD Equivalent, rank 32/36 , 2019) Download Indicator
Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (6018 USD Equivalent, rank 33/36 , 2019) Download Indicator
Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data. (5997 USD Equivalent, rank 33/36 , 2019) Download Indicator
Annual expenditure per student on research and development in tertiary education is one of the lowest among OECD and partner countries with available data. (382 USD Equivalent, rank 33/33 , 2019) Download Indicator
Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in Chile is comparatively low. (5578 USD Equivalent, rank 26/28 , 2019) Download Indicator
Expenditure per student for core educational services on primary to tertiary education in Chile is comparatively low. (6734 USD Equivalent, rank 25/26 , 2019) Download Indicator
Expenditure per student on research and development for primary to tertiary education in Chile is comparatively low. (111 USD Equivalent, rank 33/33 , 2019) Download Indicator
In Chile, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary education, is relatively low. (6008 USD Equivalent, rank 33/36 , 2019) Download Indicator
In Chile, the total expenditure per full-time equivalent student on primary, secondary and post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (5486 USD Equivalent 2015, rank 33/36 , 2019) Download Indicator
In Chile, the total expenditure per full-time equivalent student on primary to tertiary education is one of the lowest among OECD and partner countries with available data. (6610 USD Equivalent 2015, rank 32/36 , 2019) Download Indicator
In Chile, the total expenditure per full-time equivalent student on tertiary education is one of the smallest among OECD and partner countries with available data. (9362 USD Equivalent 2015, rank 34/37 , 2019) Download Indicator
Expenditure in education and national wealth
In Chile, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (6.5 %, rank 2/36 , 2019) Download Indicator
In Chile, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (2.7 %, rank 1/36 , 2019) Download Indicator
In Chile, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (2.4 %, rank 1/36 , 2019) Download Indicator
The proportion of private expenditure as a percentage of GDP from initial source of funds for primary to tertiary education is comparatively large in Chile. (2.1 %, rank 1/27 , 2019) Download Indicator
At tertiary level, the public expenditure as a percentage of GDP from initial source of funds is comparatively high in Chile. (1.3 %, rank 5/29 , 2019) Download Indicator
The private expenditure as a percentage of GDP from initial source of funds on tertiary education is relatively high in Chile. (1.4 %, rank 1/28 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on tertiary education in Chile is one of the highest among OECD and partner countries with available data. (3.6 %, rank 4/32 , 2019) Download Indicator
Public and private expenditure in education
The share of private expenditure on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (19.1 %, rank 3/36 , 2019) Download Indicator
Chile has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (36.4 %, rank 1/36 , 2019) Download Indicator
In Chile, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively high. (17.4 %, rank 1/42 , 2019) Download Indicator
In Chile, the share of public expenditure on educational institutions, for primary secondary and post-secondary non-tertiary education is comparatively small. (80.9 %, rank 34/36 , 2019) Download Indicator
In Chile, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (63.6 %, rank 36/36 , 2019) Download Indicator
In Chile, the relative share of public expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (80.9 %, rank 26/28 , 2019) Download Indicator
In Chile, the relative share of private expenditure from initial sources of funds on primary to post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (19.1 %, rank 3/28 , 2019) Download Indicator
In Chile, the relative share of public expenditure from initial source of funds at primary to tertiary education is relatively low. (67.7 %, rank 26/26 , 2019) Download Indicator
Compared to 2015, the share of total public expenditure from initial source of funds for primary to tertiary education is comparatively large in Chile. (126 Index, rank 2/37 , 2019) Download Indicator
In Chile, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively large. (32.3 %, rank 1/26 , 2019) Download Indicator
In Chile, the relative share of public expenditure from initial source of funds on tertiary education is one of the smallest among OECD and partner countries with available data. (48.7 %, rank 27/27 , 2019) Download Indicator
In Chile, the relative share of private expenditure from initial source of funds on tertiary education is comparatively large. (51.3 %, rank 1/27 , 2019) Download Indicator
Who the teachers are
In Chile, the share of women among teaching staff in vocational upper secondary education is one of the lowest among OECD and partner countries with available data. (48.2 %, rank 26/29 , 2019) Download Indicator
Ratio of student to teaching staff
In Chile, the number of students per teacher in general upper secondary education is one of the highest among OECD and partner countries with available data. (19.4 Ratio, rank 3/33 , 2019) Download Indicator
The ratio of students to teaching staff at the vocational upper secondary level is especially high in Chile. (20.6 Ratio, rank 2/30 , 2019) Download Indicator
The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in Chile. (24.2 Ratio, rank 2/39 , 2020) Download Indicator
In Chile, the number of students per teacher in all private secondary education is one of the highest among OECD and partner countries with available data. (22.4 Ratio, rank 2/37 , 2020) Download Indicator
Class size
Classes in lower secondary public institutions are comparatively large in Chile. (29 Students, rank 4/33 , 2019) Download Indicator
Classes in lower secondary private institutions are comparatively large in Chile. (32 Students, rank 1/31 , 2019) Download Indicator
In independent private institutions at lower secondary level, classes are one of the largest in Chile among OECD and partner countries with available data. (25 Students, rank 2/17 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (62.6 %, rank 40/42 , 2021) Download Indicator
The employment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is compartively low in Chile. (60.4 %, rank 40/42 , 2021) Download Indicator
Compared to other countries with available data, the employment rate of 25-34 year-old with a master's or equivalent tertiary education degree is relatively high in Chile. (93 %, rank 5/38 , 2021) Download Indicator
In Chile, the inactivity rate of 25-34 year-olds with a master's or equivalent tertiary education degree is one of the lowest among countries with available data. (3.8 %, rank 35/38 , 2021) Download Indicator
In Chile, the inactivity rate of 25-64 year-olds with a master's or equivalent tertiary education degree is one of the lowest among countries with available data. (5.2 %, rank 35/39 , 2021) Download Indicator
In Chile, the inactivity rate of 25-64 year-olds with upper secondary or post-secondary non-tertiary education is one of the highest among countries with available data. (28.3 %, rank 4/42 , 2021) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with upper secondary or post-secondary non-tertiary education is compartively low in Chile. (70.9 %, rank 38/42 , 2021) Download Indicator
Employment by field of education
The employment rate among 25-64 year-olds with tertiary education who studied in the field of business and administration is low compared to other OECD and partner countries. (82.9 %, rank 13/17 , 2021) Download Indicator
The employment rate among 25-64 year-olds with tertiary education who studied in the field of law is low compared to other OECD and partner countries. (84.7 %, rank 12/15 , 2021) Download Indicator
The employment rate among 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is low compared to other OECD and partner countries. (78.1 %, rank 27/31 , 2021) Download Indicator
The employment rate among 25-64 year-olds with tertiary education who studied in the field of health (nursing and associate health fields) is low compared to other OECD and partner countries. (82.7 %, rank 12/14 , 2021) Download Indicator
The employment rate among 25-64 year-olds with tertiary education who studied in the field of health and welfare is low compared to other OECD and partner countries. (83.3 %, rank 27/31 , 2021) Download Indicator
Unemployment and educational attainment
In Chile, the proportion of adults who have been unemployed for at least a year among all unemployed adults with below upper secondary education is relatively low. (3.4 %, rank 37/37 , 2021) Download Indicator
In Chile, the proportion of adults who have been unemployed for less than 3 months among all unemployed adults with below upper secondary education is relatively high. (73.2 %, rank 2/30 , 2021) Download Indicator
In Chile, the proportion of adults who have been unemployed for at least a year among all unemployed adults with tertiary education is relatively low. (6.8 %, rank 38/38 , 2021) Download Indicator
In Chile, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with tertiary education is relatively low. (25.4 %, rank 31/31 , 2021) Download Indicator
In Chile, the proportion of adults who have been unemployed for less than 3 months among all unemployed adults with tertiary education is relatively high. (67.9 %, rank 1/30 , 2021) Download Indicator
In Chile, the proportion of adults who have been unemployed for at least a year among all unemployed adults with upper secondary or post-secondary non-tertiary education is relatively low. (2.9 %, rank 37/37 , 2021) Download Indicator
In Chile, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with upper secondary or post-secondary non-tertiary education is relatively low. (24.1 %, rank 28/30 , 2021) Download Indicator
In Chile, the proportion of adults who have been unemployed for less than 3 months among all unemployed adults with upper secondary or post-secondary non-tertiary education is relatively high. (73 %, rank 1/30 , 2021) Download Indicator
Earnings and educational attainment
The proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high. (241.4 %, rank 2/37 , 2020) Download Indicator
Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively high. (238.3 %, rank 3/37 , 2020) Download Indicator
In Chile, the share of workers earning more than twice the median among those with a bachelor's or equivalent education degree is comparatively high. (57.2 %, rank 1/28 , 2020) Download Indicator
In Chile, earnings of 25-64 year-old workers with a bachelor's or equivalent education degree compared to those of workers with upper secondary education are comparatively to other countries high. (278.8 %, rank 1/32 , 2020) Download Indicator
Compared to other countries with available data, earnings of 25-64 year-olds full- and part-time with below secondary education compared to those of adults with an upper secondary education are relatively low in Chile. (69.5 %, rank 33/37 , 2020) Download Indicator
Compared to other countries with available data, earnings of 25-64 year-olds with below secondary education compared to those of adults with an upper secondary education are relatively low in Chile. (70.8 %, rank 36/37 , 2020) Download Indicator
In Chile, the share of worker earning more than twice the median among those with a master's or doctoral or equivalent education degree is comparatively high. (83.3 %, rank 1/28 , 2020) Download Indicator
In Chile, earnings of 25-64 year-old workers with a master's or equivalent education degree are comparatively high. (457.1 %, rank 1/32 , 2020) Download Indicator
In Chile, the share of worker earning more than twice the median among those with a short-cycle tertiary education degree is comparatively high. (24.8 %, rank 2/30 , 2020) Download Indicator
Compared to other countries with available data, earnings of 25-64 year-olds with below secondary education compared to those of adults with an upper secondary education are relatively high in Chile. (138.4 %, rank 3/29 , 2020) Download Indicator
In Chile, the share of worker earning more than twice the median among those with a tertiary education degree is comparatively . (48.5 %, rank 3/38 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with tertiary education are one of the lowest among countries with available data. (67.8 %, rank 36/37 , 2020) Download Indicator
Earnings by field of education
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Chile who studied in the field of arts and humanities, social sciences, journalism and information are low, when compared to earnings of adults with an upper secondary education. (67.1 %, rank 15/15 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Chile who studied in the field of arts and humanities, social sciences, journalism and information are low, when compared to earnings of adults with an upper secondary education. (68.3 %, rank 14/14 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Chile who studied in the field of business, administration and law, are low, when compared to earnings of adults with an upper secondary education. (105 %, rank 12/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Chile who studied in the field of education, are low, when compared to earnings of adults with an upper secondary education. (73 %, rank 13/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Chile who studied in the field of education, are low, when compared to earnings of adults with an upper secondary education. (68.6 %, rank 15/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Chile who studied in the field of engineering, manufacturing and construction, are high, when compared to earnings of adults with an upper secondary education. (124.5 %, rank 4/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Chile who studied in the field of engineering, manufacturing and construction, are high, when compared to earnings of adults with an upper secondary education. (122.1 %, rank 2/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Chile who studied in the field of health and welfare, are high, when compared to earnings of adults with an upper secondary education. (99.8 %, rank 4/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Chile who studied in the field of information and communication technologies (ICT), are low, when compared to earnings of adults with an upper secondary education. (99.5 %, rank 17/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Chile who studied in the field of information and communication technologies (ICT), are low, when compared to earnings of adults with an upper secondary education. (100.5 %, rank 14/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Chile who studied in the field of natural sciences, mathematics and statistics, are high, when compared to earnings of adults with an upper secondary education. (110.3 %, rank 5/15 , 2020) Download Indicator
Neither in education nor employed
In Chile, the share of men neither employed nor in education among 15-29 year-olds is relatively high. (19.9 %, rank 5/38 , 2021) Download Indicator
Among 20-24 year-olds men in Chile, a large share of them are neither employed nor in education or training. (22.9 %, rank 5/37 , 2021) Download Indicator
Participation in education by gender
The share of female students entering doctoral or equivalent programmes in Chile is one of the smallest compared to other OECD countries and partner economies. (42.5 %, rank 34/38 , 2020) Download Indicator
Entrance
In Chile, the average age of new entrants in master's long first degree (LFD) programmes is one of the lowest among OECD and partner countries with available data. (19.1 Years, rank 22/23 , 2020) Download Indicator
In Chile, the share of first-time entrants into master's or equivalent programmes before the age of 30 is relatively low. (45.3 %, rank 36/37 , 2020) Download Indicator
General findings
- Tertiary attainment has increased strongly in most OECD countries among 25-34 year olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021.
- Higher educational attainment leads to better labour-market outcomes including higher wages and higher employment rates.
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
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- Tertiary attainment has increased strongly in most OECD countries among 25-34 year-olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021. In this age group, the share of individuals with tertiary attainment is 7 percentage points higher than the share of individuals with upper secondary or post-secondary non-tertiary attainment on average across OECD countries. If current trends continue, a tertiary education will be the most common attainment among working-age adults on average across OECD countries within a few years.
- Higher educational attainment leads to better labour-market outcomes. In 2021, on average, employment rates for tertiary-educated young adults (25-34 year-olds) are 8 percentage points higher than those who have attained upper secondary or post-secondary non-tertiary education and 26 percentage points higher than those who have attained below upper secondary education across OECD countries.
- Greater educational attainment yields better earnings and this holds true for higher levels of tertiary attainment in most countries. On average across the OECD, full-time full-year workers who attained short-cycle tertiary education earned 20% more than those with upper secondary attainment in 2020. This earnings advantage increases to 44% among those who attained a bachelor's or equivalent qualification and to 88% among those with a master's or doctoral or equivalent degree.
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- On average, the vast majority (88%) of children between the age of 3 and 5 are enrolled in early childhood education (ECE) across the OECD. In a few countries, it is also common for younger children between the age of 0 and 2 to participate in ECE and over 50% of children in this age group are enrolled. However, only 27% of under-threes are enrolled in ECE on average across the OECD.
- In almost all countries with available data, the majority of upper secondary graduates from general programmes are women. Men dominate graduation from vocational programmes in almost three-quarters of the countries.
- While the average age of first-time graduates from general upper secondary education does not differ much across countries, the difference widens in vocational education, ranging from 16 to 34 years.
- Around one-fifth of tertiary students are enrolled on a part-time basis, but large differences exist across OECD countries. Studying part-time is especially common in many Nordic countries, Australia, New Zealand and the United States, where more than 30% of students study part-time. However, in some countries like the Czech Republic, and Greece, less than 5% of students study part-time.
- Students are more likely to cross borders to pursue their studies as they reach more advanced levels of education. Internationally mobile students account for only 7% of bachelor's students, but 17% of master's students and 26% of doctoral students on average in OECD countries.
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- Total public spending on education (from primary to tertiary level) averages 10.6% of total government expenditure across OECD countries, from around 7% to 17%. The largest share of government funding is devoted to primary and secondary levels, explained by near-universal enrolment rates at those levels of education and the greater contribution of private sources at tertiary level.
- On average across OECD countries, expenditure on primary education amounts to 30% of the funding for educational institutions, while secondary education accounts for 39%.
- In 2019, OECD countries spent an average of USD 17 559 per student per year at the tertiary level. However, this average is driven up by high values in a few countries, reaching over USD 25 000 in Luxembourg, Norway, Sweden, the United Kingdom and the United States.
- On average across OECD countries, 63% of total expenditure on tertiary educational institutions goes to core services (e.g. teachers' salaries, school buildings, teaching materials and administration), 33% on research and development activities, and 4% on ancillary services (e.g. meals and transport).
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
- On average across OECD countries, public funds account for 83% of total spending on educational institutions. Private sources are more important at the tertiary level, where they make up 31% of all expenditure compared to just 10% at the non-tertiary levels (primary, secondary and post-secondary non-tertiary).
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- Teachers' actual salaries at pre-primary, primary and general secondary level are 4-14% lower than the earnings of tertiary-educated workers on average across OECD countries and other participants. School heads' actual salaries are substantially higher than those of teachers across primary and secondary education.
- Teachers in public schools in OECD and partner countries are required to teach on average 987 hours per year at pre-primary level, 784 hours at primary level, 711 hours at lower secondary level (general programmes) and 684 hours at upper secondary level (general and vocational programmes).
- Typically, the duration of initial teacher education programmes varies from 3 years to 6.5 years, for prospective lower secondary teachers of general subjects. A tertiary qualification is awarded upon completion of the programme in most countries, regardless of the level of education at which the teacher will teach.
- Continuing professional development is compulsory to some extent for teachers of general subjects at least at one level of education in most countries with data, except Denmark, Italy, the Netherlands and New Zealand. It can be either generally compulsory for all teachers as a regular part of their work, or for some teachers for specific purposes such as promotion or salary increases, or in some cases, both.
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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.