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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Participation in education
The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data. (99.6 %, rank 4/42 , 2020) Download Indicator
The percentage of students in government-dependent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (0.3 %, rank 18/22 , 2020) Download Indicator
The percentage of students in independent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 29/31 , 2020) Download Indicator
The enrolment rate of 20-24 year-olds in Denmark is one of the highest among OECD and partner countries with available data. (52.6 %, rank 5/41 , 2020) Download Indicator
The percentage of 3-5 year-old children in early childhood and primary education in Denmark is one of the highest among OECD and partner countries with available data. (97.6 %, rank 5/37 , 2020) Download Indicator
In Denmark, the enrolment rate of children under 3 is one of the highest among OECD and partner countries with available data. (55.3 %, rank 4/37 , 2020) Download Indicator
The share of students enrolled in school- and work-based programmes among all upper secondary students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (100 %, rank 1/22 , 2020) Download Indicator
The enrolment rate of students aged 18 in general upper secondary programmes in Denmark is one of the highest among OECD and partner countries with available data. (71.6 %, rank 2/42 , 2020) Download Indicator
The enrolment rate of students aged 19 in general upper secondary programmes in Denmark is one of the highest among OECD and partner countries with available data. (40.1 %, rank 1/42 , 2020) Download Indicator
The enrolment rate of students aged 20 in general upper secondary programmes in Denmark is one of the highest among OECD and partner countries with available data. (11.5 %, rank 4/41 , 2020) Download Indicator
In Denmark, the percentage of students enrolled in private institutions at early childhood educational and development level is comparatively low. (14.7 %, rank 20/23 , 2020) Download Indicator
Graduation
In Denmark, the percentage of bachelor's or equivalent graduates in public institutions is one of the highest among OECD and partner countries with available data. (99.8 %, rank 4/34 , 2020) Download Indicator
In Denmark, the percentage of master's or equivalent graduates in public institutions is one of the largest among OECD and partner countries with available data. (100 %, rank 1/34 , 2020) Download Indicator
The share of doctorate graduates in public institutions is relatively high in Denmark. (100 %, rank 1/36 , 2020) Download Indicator
The percentage of first-time master's graduates is relatively low in Denmark. (0 %, rank 23/24 , 2020) Download Indicator
Graduation by gender
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Denmark is relatively low. (31 %, rank 22/25 , 2020) Download Indicator
In Denmark, the percentage of female post-secondary non-tertiary graduates in the field of health and welfare is relatively small. (40 %, rank 21/21 , 2020) Download Indicator
In Denmark, the percentage of female post-secondary non-tertiary graduates in the field of business, administration and law is relatively small. (37.4 %, rank 24/24 , 2020) Download Indicator
In Denmark, the share of female post-secondary non-tertiary graduates in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (0 %, rank 24/25 , 2020) Download Indicator
In Denmark, the share of female post-secondary non-tertiary graduates in the field of services is one of the smallest among OECD and partner countries with available data. (12 %, rank 25/25 , 2020) Download Indicator
In Denmark, the proportion of female graduates from upper secondary vocational programmes in the field of services is one of the smallest among OECD and partner countries. (45.8 %, rank 31/35 , 2020) Download Indicator
Graduation by age
In Denmark, the average age of post-secondary non-tertiary graduates from vocational programmes is one of the highest among OECD and partner countries with available data (38.2 Years, rank 2/23 , 2020) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in education is one of the lowest among OECD and partner countries. (6.5 %, rank 37/40 , 2020) Download Indicator
The percentage of tertiary graduates in the field of education is one of the lowest among OECD and partner countries with available data. (5.2 %, rank 36/40 , 2020) Download Indicator
The percentage of tertiary graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (20.6 %, rank 3/40 , 2020) Download Indicator
The share of doctoral graduates in the field of education in Denmark is relatively small. (0 %, rank 42/42 , 2020) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Denmark is relatively small. (0 %, rank 42/42 , 2020) Download Indicator
The share of doctoral graduates in the field of information and communication technologies in Denmark is relatively small. (0 %, rank 40/41 , 2020) Download Indicator
The share of doctoral graduates in the field of health and welfare in Denmark is relatively large. (34.1 %, rank 2/42 , 2020) Download Indicator
Fields of education
The share of female who enter tertiary education in the field of education is one of the smallest among OECD and partner countries with available data. (66.2 %, rank 34/36 , 2020) Download Indicator
The share of female who enter tertiary education in the field of business, administration and law is one of the smallest among OECD and partner countries with available data. (49.2 %, rank 32/36 , 2020) Download Indicator
In Denmark, the share of female among new entrants in doctoral programmes enrolled in the field of natural sciences, mathematics and statistics is relatively small. (37.3 %, rank 32/35 , 2020) Download Indicator
In Denmark, the share of women among new entrants in bachelor's programmes in the field of education is one of the smallest among OECD and partner countries with available data. (60.8 %, rank 35/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in engineering, manufacturing and construction in Denmark is one of the largest compared to other OECD countries and partner economies. (36.9 %, rank 5/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Denmark is one of the largest compared to other OECD countries and partner economies. (42.1 %, rank 5/36 , 2020) Download Indicator
The share of female students entering short cycle tertiary programmes in education in Denmark is one of the smallest compared to other OECD countries and partner economies. (65.4 %, rank 19/22 , 2020) Download Indicator
The share of female students entering short cycle tertiaryprogrammes in natural sciences, mathematics and statistics in Denmark is one of the smallest compared to other OECD countries and partner economies. (12.5 %, rank 22/22 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in engineering, manufacturing and construction in Denmark is one of the smallest compared to other OECD countries and partner economies. (63.1 %, rank 32/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Denmark is one of the smallest compared to other OECD countries and partner economies. (57.9 %, rank 32/36 , 2020) Download Indicator
In Denmark, 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. (0 %, rank 34/34 , 2020) Download Indicator
In Denmark, the percentage of new entrants to doctoral programmes in the field of education is relatively low, compared to other countries with available data. (0 %, rank 34/34 , 2020) Download Indicator
In Denmark, 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. (27.5 %, rank 1/34 , 2020) Download Indicator
In Denmark, the percentage of new entrants to doctoral programmes in the field of health and welfare is relatively high, compared to other countries with available data. (36.7 %, rank 2/34 , 2020) Download Indicator
In Denmark, 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. (0 %, rank 33/33 , 2020) Download Indicator
In Denmark, the percentage of new entrants to doctoral programmes in the field of natural sciences, mathematics and statistics is relatively low. (11.9 %, rank 31/34 , 2020) Download Indicator
Student mobility
In Denmark, international or foreign students from Oceania are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (0.7 %, rank 5/74 , 2020) Download Indicator
In Denmark, the share of international or foreign students enrolled in short-cycle tertiary programmes among women is relatively high compared to other OECD and partner countries. (11.2 %, rank 5/33 , 2020) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Denmark is relatively high. (21.5 %, rank 4/33 , 2020) Download Indicator
In Denmark, the percentage of international doctoral graduates in the field of education is one of the lowest among OECD and partner countries with available data. (0 %, rank 32/35 , 2020) Download Indicator
In Denmark, the percentage of international doctoral graduates in the field of arts and humanities is one of the lowest among OECD and partner countries with available data. (5.2 %, rank 34/35 , 2020) Download Indicator
In Denmark, 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. (0 %, rank 33/34 , 2020) Download Indicator
Expenditure per student
Annual expenditure per student on research and development in tertiary education is one of the highest among OECD and partner countries with available data. (11817 USD Equivalent, rank 4/33 , 2019) Download Indicator
Expenditure per student for ancillary services on primary, secondary and post-secondary non-tertiary education in Denmark is comparatively low. (185 USD Equivalent, rank 23/27 , 2019) Download Indicator
Expenditure per student for ancillary services on tertiary education in Denmark is comparatively low. (2 USD Equivalent, rank 23/25 , 2019) Download Indicator
Expenditure per student for ancillary educational services on primary to tertiary education in Denmark is comparatively low. (143 USD Equivalent, rank 23/24 , 2019) Download Indicator
Expenditure in education and national wealth
At tertiary level, the public expenditure as a percentage of GDP from initial source of funds is comparatively high in Denmark. (1.6 %, rank 2/29 , 2019) Download Indicator
Nature of expenditure
The percentage of capital expenditure on tertiary education is relatively in Denmark. (4.7 %, rank 28/32 , 2019) Download Indicator
The percentage of current expenditure on tertiary education is relatively in Denmark. (95.3 %, rank 5/32 , 2019) Download Indicator
Who the teachers are
The share of women among teaching staff in general upper secondary education in Denmark is relatively small. (52.3 %, rank 29/32 , 2019) Download Indicator
In Denmark, 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. (45.4 %, rank 28/29 , 2019) Download Indicator
The percentage of female teachers younger than 30 in primary education is especially low in Denmark. (58.8 %, rank 38/38 , 2019) Download Indicator
The percentage of female teachers under 30 in lower secondary education is especially low in Denmark. (53.6 %, rank 33/35 , 2019) Download Indicator
Females under 30 represent a small proportion of teachers in upper secondary education in Denmark. (52.1 %, rank 33/37 , 2019) Download Indicator
In Denmark, the share of female teachers younger than 30 in tertiary education is relatively small . (43 %, rank 32/33 , 2019) Download Indicator
Females aged 50 or more represent a small proportion of teachers in primary education in Denmark. (71.3 %, rank 34/38 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in upper secondary education is especially low in Denmark. (45.4 %, rank 33/37 , 2019) Download Indicator
In Denmark, the share of short-cycle tertiary teachers older than 50 is relatively high, compared to other countries with data available. (51.1 %, rank 2/23 , 2019) Download Indicator
In Denmark, the share of short-cycle tertiary teachers younger than 30 is relatively low, compared to other countries with data available. (3 %, rank 19/23 , 2019) Download Indicator
In Denmark, the share of bachelor's, master's and doctoral level teachers younger than 30 is relatively high, compared to other countries with data available. (20.1 %, rank 4/29 , 2019) Download Indicator
In Denmark, the share of tertiary teachers younger than 30 is relatively high, compared to other countries with data available. (19 %, rank 4/32 , 2019) Download Indicator
In Denmark, the share of bachelor's, master's and doctoral level female teachers younger than 30 is relatively low, compared to other countries with data available. (43 %, rank 28/30 , 2019) Download Indicator
Teachers' salaries
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. (0.65 Ratio, rank 15/19 , 2021) Download Indicator
The change between 2005 and 2013 in statutory salaries for primary teachers with 15 years of experience and minimum training is comparatively small in Denmark. (99 Index, rank 25/29 , 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 small in Denmark. (98 Index, rank 26/29 , 2021) Download Indicator
The change between 2003 and 2013 in statutory salaries for upper secondary teachers with 15 years of experience and minimum training is comparatively small in Denmark. (94 Index, rank 27/29 , 2021) Download Indicator
The average actual pre-primary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (52494 USD Equivalent, rank 4/21 , 2021) Download Indicator
The average actual primary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (63834 USD Equivalent, rank 4/25 , 2021) Download Indicator
The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (64246 USD Equivalent, rank 4/25 , 2021) Download Indicator
The average actual upper secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (74745 USD Equivalent, rank 4/25 , 2021) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in Denmark relatively compared to OECD and partner countries with available data. (58948 USD Equivalent, rank 2/21 , 2021) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in Denmark. (67436 USD Equivalent, rank 5/21 , 2021) Download Indicator
The change in statutory pre-primary teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in their careers is comparatively small in Denmark. (98 Index, rank 19/22 , 2021) Download Indicator
Teachers' salaries progression
The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the least rewarding among OECD and partner countries with available data. (1.16 Ratio, rank 32/33 , 2021) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially high. (54405 USD Equivalent, rank 4/38 , 2021) Download Indicator
The ratio of pre-primary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1.13 Ratio, rank 25/27 , 2021) Download Indicator
The ratio of primary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1.15 Ratio, rank 32/33 , 2021) Download Indicator
It takes lower secondary teachers less time to progress through the salary scale in Denmark compared to other OECD and partner countries. (12 Years, rank 24/28 , 2021) Download Indicator
In pre-primary 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. (1.13 Ratio, rank 24/25 , 2021) Download Indicator
In primary 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 comparatively low. (1.15 Ratio, rank 30/31 , 2021) Download Indicator
In lower 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 comparatively low. (1.16 Ratio, rank 30/31 , 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. (1.3 Ratio, rank 29/31 , 2021) Download Indicator
Principals' salaries
The average upper-secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (126228 USD Equivalent, rank 1/22 , 2021) Download Indicator
Ratio of student to teaching staff
The ratio of students to teaching staff at the lower secondary level in independent private institutions is especially low in Denmark. (4.4 Ratio, rank 21/21 , 2019) Download Indicator
In Denmark, the number of students per teacher in private upper secondary education is one of the lowest among OECD and partner countries with available data. (5.8 Ratio, rank 38/39 , 2020) Download Indicator
The ratio of students to teaching staff at the upper secondary level in government-dependent private institutions is especially low in Denmark. (5.4 Ratio, rank 20/20 , 2019) Download Indicator
The ratio of students to teaching staff at the secondary level in government-dependent private institutions is especially low in Denmark. (10 Ratio, rank 15/18 , 2019) Download Indicator
The ratio of students to teaching staff at the secondary level in independent private institutions is especially low in Denmark. (5.4 Ratio, rank 24/24 , 2019) Download Indicator
In Denmark, the number of students per teacher in private institutions tertiary education is one of the highest among countries with available data. (27.5 Ratio, rank 3/29 , 2020) Download Indicator
In Denmark, the number of students per teacher in government-dependent private institutions tertiary education is one of the highest among countries with available data. (28.5 Ratio, rank 1/13 , 2019) Download Indicator
In Denmark, the number of students per teacher in indeoendent private institutions tertiary education is one of the highest among countries with available data. (24 Ratio, rank 5/21 , 2019) Download Indicator
In Denmark, the number of students per teacher in public institutions short-cycle tertiary education is one of the highest among countries with available data. (23.2 Ratio, rank 4/20 , 2020) Download Indicator
In Denmark, the number of students per teacher in private institutions short-cycle tertiary education is one of the highest among countries with available data. (41.9 Ratio, rank 2/17 , 2020) Download Indicator
In Denmark, the number of students per teacher in government-dependent private short-cycle tertiary education is one of the highest among countries with available data. (39.1 Ratio, rank 2/9 , 2019) Download Indicator
In Denmark, 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. (18.4 Ratio, rank 1/9 , 2019) Download Indicator
Employment and educational attainment
In Denmark, the inactivity rate of 25-64 year-olds with a short cycle tertiary education degree is one of the lowest among countries with available data. (9.9 %, rank 32/35 , 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 low. (124.3 %, rank 36/37 , 2020) Download Indicator
Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively low. (128.2 %, rank 34/37 , 2020) Download Indicator
Earnings of 25-64 year-old full- and part-time workers with a Bachelor's or equivalent education are comparatively low. (111.2 %, rank 30/31 , 2020) Download Indicator
In Denmark, the share of workers earning more than twice the median among those with a bachelor's or equivalent education degree is comparatively low. (6.1 %, rank 27/28 , 2020) Download Indicator
In Denmark, 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 low. (113.8 %, rank 30/32 , 2020) Download Indicator
In Denmark, the share of worker earning more than twice the median among those with a master's or doctoral or equivalent education degree is comparatively low. (18.3 %, rank 26/28 , 2020) Download Indicator
In Denmark, earnings of 25-64 year-old workers with a master's or equivalent education degree are comparatively low. (144.3 %, rank 30/32 , 2020) Download Indicator
In Denmark, the share of worker earning more than twice the median among those with a tertiary education degree is comparatively . (10.3 %, rank 36/38 , 2020) Download Indicator
Earnings by field of education
Compared to other countries with available data, earnings of tertiary-educated adults in Denmark who studied in the field of arts and humanities, social sciences, journalism and information are high, when compared to earnings of adults with an upper secondary education. (86.7 %, rank 3/14 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Denmark who studied in the field of business, administration and law, are high, when compared to earnings of adults with an upper secondary education. (128.2 %, rank 1/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Denmark who studied in the field of business, administration and law, are high, when compared to earnings of adults with an upper secondary education. (119 %, rank 1/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Denmark who studied in the field of education, are high, when compared to earnings of adults with an upper secondary education. (85.3 %, rank 4/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Denmark who studied in the field of education, are high, when compared to earnings of adults with an upper secondary education. (83.9 %, rank 5/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Denmark who studied in the field of health and welfare, are low, when compared to earnings of adults with an upper secondary education. (85.1 %, rank 14/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Denmark who studied in the field of health and welfare, are low, when compared to earnings of adults with an upper secondary education. (84.4 %, rank 16/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Denmark who studied in the field of natural sciences, mathematics and statistics, are high, when compared to earnings of adults with an upper secondary education. (109.5 %, rank 4/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Denmark who studied in the field of natural sciences, mathematics and statistics, are high, when compared to earnings of adults with an upper secondary education. (111.1 %, rank 3/15 , 2020) Download Indicator
Participation in education by gender
The share of female students entering bachelor's programmes in Denmark is relatively large. (58 %, rank 5/38 , 2020) Download Indicator
Entrance
The average age of new entrants in tertiary education in Denmark is comparatively old. (25.3 Years, rank 1/32 , 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.