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
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Educational outcomes
In Czech Republic, the share of first-time graduates in general programmes at upper secondary level is comparatively low. (30.7 %, rank 35/36 , 2020) Download Indicator
Attainment
The level of upper secondary and post-secondary non-tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (57.9 %, rank 1/42 , 2021) 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. (5.6 %, rank 43/43 , 2021) Download Indicator
Czech Republic has one of the lowest percentages of 25-64 year-olds whose highest education level is a short-cycle tertiary education degree. (0.1 %, rank 36/38 , 2021) Download Indicator
In Czech Republic, the percentage of 25-64 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the lowest among countries with available data. (6.6 %, rank 40/44 , 2021) 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. (6.5 %, rank 41/42 , 2021) Download Indicator
The level of short-cycle tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 32/33 , 2021) Download Indicator
Attainment by gender
The share of 25-64 year-old women who attained upper secondary or post-secondary non-tertiary education in Czech Republic is one of the lowest among OECD and partner countries with available data. (66.5 %, rank 39/43 , 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 highest among OECD countries and partner economies with available data. (17.1 %, rank 5/29 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of business and administration is one of the lowest among OECD countries and partner economies with available data. (9.4 %, rank 15/17 , 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. (2.4 %, rank 15/15 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of business, administration and law is one of the lowest among OECD countries and partner economies with available data. (11.9 %, 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
Participation in education
The proportion of upper secondary students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (70.5 %, rank 2/42 , 2020) Download Indicator
The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (70.3 %, rank 1/41 , 2020) Download Indicator
The enrolment rate of students aged 17 in vocational upper secondary programmes in Czech Republic is one of the highest among OECD and partner countries with available data. (66.3 %, rank 1/38 , 2020) Download Indicator
The enrolment rate of students aged 18 in vocational upper secondary programmes in Czech Republic is one of the highest among OECD and partner countries with available data. (59 %, rank 1/38 , 2020) Download Indicator
The enrolment rate of students aged 19 tertiary programmes in Czech Republic is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 29/33 , 2020) Download Indicator
The enrolment rate of students aged 19 in vocational upper secondary programmes in Czech Republic is one of the highest among OECD and partner countries with available data. (33.4 %, rank 3/38 , 2020) Download Indicator
The enrolment rate of students aged 20 tertiary programmes in Czech Republic is one of the lowest among OECD and partner countries with available data. (0.3 %, rank 29/33 , 2020) Download Indicator
In Czech Republic, the percentage of students enrolled in private institutions at all early childhood education level is comparatively low. (4 %, rank 36/36 , 2020) Download Indicator
In Czech Republic, the percentage of students enrolled in private institutions at pre-primary level is comparatively low. (4 %, rank 43/43 , 2020) Download Indicator
Graduation
The percentage of first-time graduates in vocational programmes at upper secondary level is one of the highest among OECD and partner countries with available data. (69.3 %, rank 2/35 , 2020) Download Indicator
The share of long first degree master's graduates in public institutions is relatively high in Czech Republic. (100 %, rank 1/21 , 2020) Download Indicator
The share of first-time short-cycle graduates is relatively low in Czech Republic. (0.9 %, rank 24/27 , 2020) Download Indicator
In Czech Republic, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively small. (48.2 %, rank 24/24 , 2020) Download Indicator
Graduation by gender
The share of female graduates from upper secondary general programmes is one of the smallest among OECD countries and partner economies with available data. (48.3 %, rank 36/40 , 2020) Download Indicator
In Czech Republic, the share of male tertiary graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (18.1 %, rank 37/41 , 2020) Download Indicator
In Czech Republic, the proportion of female graduates from upper secondary vocational programmes in the field health and welfare is one of the largest among OECD and partner countries. (89.2 %, rank 5/33 , 2020) Download Indicator
Fields of education
In Czech Republic, the share of female among new entrants in doctoral programmes enrolled in the field of information and communication technologies is relatively small. (17.8 %, rank 31/33 , 2020) Download Indicator
In Czech Republic, the share of new entrants in short-cycle tertiary programmes in the field of business, administration and law is relatively small. (0 %, rank 29/31 , 2020) Download Indicator
In Czech Republic, the share of new entrants in short-cycle tertiary programmes in the field of information and communication technologies is relatively small. (0 %, rank 26/30 , 2020) Download Indicator
In Czech Republic, the share of new entrants in short-cycle tertiary programmes in the field of engineering, manufacturing and construction is relatively small. (0 %, rank 30/31 , 2020) Download Indicator
In Czech Republic, the share of new entrants in short-cycle tertiary programmes in field of health and welfare is relatively small. (0 %, rank 31/31 , 2020) Download Indicator
In Czech Republic, the share of women among new entrants in bachelor's programmes in the field of health and welfare is one of the largest among OECD and partner countries with available data. (87 %, rank 4/36 , 2020) Download Indicator
In Czech Republic, the share of women among new entrants in bachelor's programmes in the field of natural sciences, mathematics and statistics is one of the largest among OECD and partner countries with available data. (60.4 %, rank 5/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Czech Republic is one of the largest compared to other OECD countries and partner economies. (63 %, rank 5/36 , 2020) Download Indicator
In Czech Republic, the share of men among new entrants in bachelor's programmes in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (39.6 %, rank 32/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Czech Republic is one of the smallest compared to other OECD countries and partner economies. (37 %, rank 32/36 , 2020) Download Indicator
In Czech Republic, the share of men among new entrants in bachelor's programmes in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (13 %, rank 33/36 , 2020) Download Indicator
In Czech Republic, the percentage of new entrants to doctoral programmes in the field of engineering, manufacturing and construction is relatively high, compared to other countries with available data. (22.8 %, rank 5/34 , 2020) Download Indicator
Student mobility
Czech Republic has a large share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (15 %, rank 5/29 , 2020) Download Indicator
Expenditure per student
Annual expenditure per student in post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (2385 USD Equivalent, rank 18/19 , 2019) Download Indicator
Expenditure per student for ancillary services on tertiary education in Czech Republic is comparatively low. (99 USD Equivalent, rank 21/25 , 2019) Download Indicator
Expenditure in education and national wealth
From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on primary to tertiary education in Czech Republic is one of the largest among OECD and partner countries with available data. (3.8 %, rank 5/31 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student in tertiary education is one of the smallest in Czech Republic. (-4 %, rank 37/40 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on tertiary education in Czech Republic is one of the highest among OECD and partner countries with available data. (4.8 %, rank 5/31 , 2019) Download Indicator
Public and private expenditure in education
Compared to 2015, the share of total public expenditure from initial source of funds for primary to tertiary education is comparatively large in Czech Republic. (138 Index, rank 1/37 , 2019) Download Indicator
Nature of expenditure
In Czech Republic, the share of current expenditure on post-secondary non-tertiary education is comparatively low. (90.3 %, rank 14/17 , 2019) Download Indicator
Teachers
The number of hours per year primary teachers spend teaching in public institutions is comparatively low in Czech Republic. (630 Hours, rank 29/33 , 2021) Download Indicator
Who the teachers are
The share of women among teaching staff in pre-primary education is one of the largest among OECD and partner countries with available data. (99.5 %, rank 4/38 , 2020) Download Indicator
The share of women among teaching staff in primary education is one of the largest among OECD and partner countries with available data. (94.3 %, rank 4/43 , 2020) Download Indicator
The share of women among teaching staff in post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (40.9 %, rank 17/20 , 2020) Download Indicator
Females under 30 represent a small proportion of teachers in upper secondary education in Czech Republic. (51.7 %, rank 34/37 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in lower secondary education is especially high in Czech Republic. (80.7 %, rank 5/35 , 2019) Download Indicator
Teachers' salaries
After 15 years of experience, an upper secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (28534 USD Equivalent, rank 28/32 , 2021) Download Indicator
After 15 years of experience, a pre-primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (25535 USD Equivalent, rank 22/26 , 2021) Download Indicator
The ratio of pre-primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.6 Ratio, rank 16/19 , 2021) Download Indicator
The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.74 Ratio, rank 20/23 , 2021) Download Indicator
The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.77 Ratio, rank 20/23 , 2021) Download Indicator
The change between 2005 and 2013 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively large in Czech Republic. (137 Index, rank 2/29 , 2021) Download Indicator
After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (28534 USD Equivalent, rank 29/32 , 2021) Download Indicator
After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (28534 USD Equivalent, rank 29/32 , 2021) Download Indicator
After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (25535 USD Equivalent, rank 24/26 , 2021) Download Indicator
After 15 years of experience, a primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (28453 USD Equivalent, rank 29/32 , 2021) Download Indicator
After 15 years of experience, a pre-primary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (20 USD Equivalent, rank 19/21 , 2021) Download Indicator
The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.65 Ratio, rank 16/19 , 2021) Download Indicator
The average actual salary of 25-64 year-old lower secondary teachers is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (34627 USD Equivalent, rank 18/21 , 2021) Download Indicator
The average actual salary 25-64 year-old lower secondary teachers is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (34452 USD Equivalent, rank 18/21 , 2021) Download Indicator
The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Czech Republic. (0.8 Ratio, rank 16/19 , 2021) Download Indicator
The salaries of 35-44 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Czech Republic. (0.67 Ratio, rank 16/19 , 2021) Download Indicator
The salaries of 45-54 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Czech Republic. (0.7 Ratio, rank 15/19 , 2021) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the lowest in Czech Republic relatively compared to OECD and partner countries with available data. (30669 USD Equivalent, rank 18/21 , 2021) Download Indicator
The average actual salaries of 35-44 year-old lower-secondary teachers is one of the lowest in Czech Republic. (33297 USD Equivalent, rank 18/21 , 2021) Download Indicator
The average actual salaries of 45-54 year-old lower-secondary teachers is one of the lowest in Czech Republic. (36154 USD Equivalent, rank 18/21 , 2021) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the lowest in Czech Republic. (37769 USD Equivalent, rank 18/21 , 2021) Download Indicator
Teachers' salaries progression
Salaries of primary school teachers with minimum training at the top of scale are especially low. (33560 USD Equivalent, rank 29/33 , 2021) Download Indicator
Salaries of lower secondary teachers with minimum training at the top of scale are especially low. (33803 USD Equivalent, rank 29/33 , 2021) Download Indicator
Salaries of upper secondary teachers with minimum training at the top of scale are especially low. (33722 USD Equivalent, rank 29/33 , 2021) Download Indicator
Salaries of pre-primary teachers with minimum training at the top of scale are especially low. (28372 USD Equivalent, rank 23/27 , 2021) Download Indicator
In upper secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is relatively low. (1.32 Ratio, rank 27/31 , 2021) Download Indicator
Principals' salaries
The average pre-primary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (40336 USD Equivalent, rank 13/17 , 2021) Download Indicator
The average primary school heads' actual salary is one of the lowest in Czech Republic relatively compared to OECD and partner countries with available data. (53562 USD Equivalent, rank 18/22 , 2021) Download Indicator
The average lower secondary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (53562 USD Equivalent, rank 18/22 , 2021) Download Indicator
The average upper-secondary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (57102 USD Equivalent, rank 18/22 , 2021) Download Indicator
In Czech Republic, the average actual salaries of 25-34 year-old lower-secondary school heads is relatively low compared to OECD and partner countries with available data. (45429 USD Equivalent, rank 13/15 , 2021) Download Indicator
The average actual salaries of 35-44 year-old lower secondary school heads is one of the lowest in Czech Republic. (49421 USD Equivalent, rank 17/20 , 2021) Download Indicator
The average actual salaries of 45-54 year-old lower secondary school heads is one of the lowest in Czech Republic. (53420 USD Equivalent, rank 17/20 , 2021) Download Indicator
The average actual salaries of 55-64 year-old lower secondary school heads is one of the lowest in Czech Republic. (56062 USD Equivalent, rank 17/20 , 2021) Download Indicator
The average actual salaries of lower secondary men school heads aged 25 to 64 is one of the lowest in Czech Republic. (54947 USD Equivalent, rank 17/20 , 2021) Download Indicator
The average actual salaries of lower secondary women school heads aged 25 to 64 is one of the lowest in Czech Republic. (52860 USD Equivalent, rank 17/20 , 2021) Download Indicator
Ratio of student to teaching staff
In Czech Republic, the number of students per teacher in general upper secondary education is one of the lowest among OECD and partner countries with available data. (10.3 Ratio, rank 29/33 , 2019) Download Indicator
In Czech Republic, the number of students per teacher in government-dependent private institutions tertiary education is one of the highest among countries with available data. (16.6 Ratio, rank 3/13 , 2019) Download Indicator
In Czech Republic, the number of students per teacher in government-dependent private bachelor's, master's, doctoral or equivalent programmes is one of the highest among countries with available data. (16.8 Ratio, rank 3/9 , 2019) Download Indicator
In Czech Republic, the number of students per teacher in independent private bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (16.3 Ratio, rank 13/17 , 2019) Download Indicator
Class size
Classes in lower secondary private institutions are comparatively small in Czech Republic. (17 Students, rank 27/31 , 2019) Download Indicator
In government-dependent private institutions at primary education level, classes are relatively small in Czech Republic. (15 Students, rank 15/18 , 2019) Download Indicator
In government-dependent private institutions at lower secondary level, classes are one of the smallest in Czech Republic among OECD and partner countries with available data. (17 Students, rank 16/19 , 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 high. (83.4 %, rank 2/42 , 2021) Download Indicator
In Czech Republic, the inactivity rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is one of the highest among countries with available data. (25.1 %, rank 4/43 , 2021) Download Indicator
In Czech Republic, the inactivity rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (9.4 %, rank 4/12 , 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 low in Czech Republic. (79.6 %, rank 34/38 , 2021) Download Indicator
In Czech Republic, the inactivity rate of 25-34 year-olds with a master's or equivalent tertiary education degree is one of the highest among countries with available data. (19.1 %, rank 1/38 , 2021) Download Indicator
In Czech Republic, the inactivity rate of 25-34 year-olds with a short cycle tertiary education degree is one of the highest among countries with available data. (22.3 %, rank 2/28 , 2021) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with tertiary education is compartively high in Czech Republic. (94.4 %, rank 2/43 , 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 health (nursing and associate health fields) is low compared to other OECD and partner countries. (81.7 %, rank 13/14 , 2021) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (3.5 %, rank 40/41 , 2021) Download Indicator
The unemployment rate among 25-34 year-olds with tertiary education is comparatively low. (1.5 %, rank 43/43 , 2021) Download Indicator
The unemployment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (2.5 %, rank 42/42 , 2021) Download Indicator
The unemployment rate among 25-64 year-olds with tertiary education is comparatively low. (1.4 %, rank 43/43 , 2021) Download Indicator
The unemployment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.7 %, rank 38/41 , 2021) Download Indicator
The unemployment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.3 %, rank 37/38 , 2021) Download Indicator
The unemployment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (0.7 %, rank 26/26 , 2021) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is high in Czech Republic. (21.2 %, rank 3/43 , 2021) Download Indicator
Compared to other countries with available data, the unemployment rate of 25-34 year-olds with a bachelor's or equivalent tertiary education degree is relatively low in Czech Republic. (1.3 %, rank 41/41 , 2021) Download Indicator
Compared to other countries with available data, the unemployment rate of 25-34 year-old with a master's or equivalent tertiary education degree is relatively low in Czech Republic. (1.6 %, rank 36/37 , 2021) Download Indicator
In Czech Republic, 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 high. (48.4 %, rank 1/31 , 2021) Download Indicator
In Czech Republic, 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 high. (44.5 %, rank 1/30 , 2021) Download Indicator
Earnings and educational attainment
In Czech Republic, the share of workers earning more than twice the median among those with a bachelor's or equivalent education degree is comparatively low. (10.5 %, rank 24/28 , 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 Czech Republic. (66.8 %, rank 37/37 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with below upper secondary education are one of the highest among countries with available data. (88.8 %, rank 1/37 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with below upper secondary education are one of the highest among countries with available data. (89.2 %, rank 2/37 , 2020) Download Indicator
In Czech Republic, the share of worker earning more than twice the median among those with a short-cycle tertiary education degree is comparatively low. (1.7 %, rank 30/30 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with upper secondary or post-secondary non-tertiary education are one of the highest among countries with available data. (83.5 %, rank 2/37 , 2020) Download Indicator
Neither in education nor employed
In Czech Republic, the share of men neither employed nor in education among 15-29 year-olds is relatively low. (5.3 %, rank 38/38 , 2021) Download Indicator
Among 20-24 year-olds men in Czech Republic, a small share of them are neither employed nor in education or training. (6.2 %, rank 36/37 , 2021) Download Indicator
Among 25-29 year-olds men in Czech Republic, a small share of them are neither employed nor in education or training. (5.6 %, rank 37/38 , 2021) Download Indicator
Participation in education by gender
The share of women among tertiary education new entrants is one of the largest compared to OECD and partner countries with available data. (57.6 %, rank 4/38 , 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.