Explore the OECD's reports or draw from a wide variety of education indicators and data to construct your own, customised country reports, highlighting the facts, developments and outcomes of your choice.

Country

Estonia
Change country

Data profiles:


Estonia
Overview of the education system (EAG 2022)
  • Between 2000 and 2021, the share of 25-34 year-olds with tertiary attainment in Estonia increased albeit at a slower pace than on average across OECD countries, by 14 percentage points (from 29% in 2000 to 43% in 2021).
  • In Estonia, 43% of 25-34 year-olds had a tertiary qualification in 2021 compared to 47% on average across OECD countries.
  • In 2020, 91% of 3-5 year-olds in Estonia were enrolled in early childhood education programmes education in Estonia, compared to 83% on average across OECD countries.
  • In Estonia, the share of women among general upper secondary graduates is 56% (OECD average 55%). Men make up 66% of all vocational upper secondary graduates, above the OECD average (55%).
  • The share of part-time students at the tertiary level in Estonia is 7%, below the OECD average (22%). Compared to 2013, it has decreased by 7 percentage points.
  • In 2019, Estonia spent 4.7% of its GDP or a total of USD 10 522 per full-time equivalent student on primary to tertiary educational institutions compared to USD 11 990 on average across OECD countries. Education funding reached USD 16 752 per student at the tertiary level, 39% of which corresponds to expenditure for research and development (R&D).
  • Pre-primary teachers in Estonia earn 30.2% less than other tertiary-educated workers, while primary as well as lower and upper secondary (general programme) teachers 9.7% less.
  • Based on official regulations or agreements,annual teaching hours in Estonia are 1 332 hours per year at pre-primary level, 592 hours at primary level, 609 hours at lower secondary level (general programmes) and 574 hours at upper secondary level (general programmes).
    • | Education at a Glance 2022 | Country Note | Annexes from Education at a Glance 2022 | OECD Handbook for Internationally Comparative Education Statistics 2018 | OECD Education Policy Outlook: Estonia | Haridus- ja Teadusministeerium (Ministry of Education and Reseach) | Eesti Statistika (Statistics Estonia) |
    Profile View

    Select first some countries to compare, choose the charts you wish to display and customise them.

    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    Educational outcomes

    In Estonia, the share of first-time graduates in general programmes at upper secondary level is comparatively high. (79 %, rank 10/36 , 2020) Download Indicator

    Attainment

    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. (10.5 %, rank 35/43 , 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. (7.8 %, rank 39/42 , 2021) Download Indicator

    Attainment by field of education

    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. (3.8 %, rank 23/31 , 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. (20.4 %, rank 4/31 , 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. (2.5 %, rank 14/14 , 2021) Download Indicator

    The percentage of 25-64 year-olds with tertiary education who studied in the field of health (nursing and associate health fields) is one of the highest among OECD countries and partner economies with available data. (4.2 %, rank 10/14 , 2021) Download Indicator

    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. (93.1 %, rank 7/42 , 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 %, rank 19/22 , 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. (6.9 %, rank 24/31 , 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 smallest among OECD and partner countries with available data. (7.2 %, rank 19/22 , 2020) Download Indicator

    The share of students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in upper secondary vocational programmes is one of the smallest among OECD and partner countries with available data. (55.4 %, rank 27/34 , 2020) Download Indicator

    The enrolment rate of students aged 18 in general upper secondary programmes in Estonia is one of the highest among OECD and partner countries with available data. (63.2 %, rank 4/42 , 2020) Download Indicator

    The enrolment rate of students aged 18 in post-secondary non-tertiary programmes in Estonia is one of the lowest among OECD and partner countries with available data. (0 %, rank 23/30 , 2020) Download Indicator

    The enrolment rate of students aged 19 in general upper secondary programmes in Estonia is one of the highest among OECD and partner countries with available data. (17 %, rank 4/42 , 2020) Download Indicator

    The proportion of women among the new entrants in master's programmes in Estonia is relatively high compared to other OECD and partner countries. (60 %, rank 10/39 , 2020) Download Indicator

    In Estonia, the percentage of students enrolled in private institutions at all early childhood education level is comparatively low. (4.4 %, rank 35/36 , 2020) Download Indicator

    Graduation

    The percentage of first-time graduates in vocational programmes at upper secondary level is one of the lowest among OECD and partner countries with available data. (21 %, rank 27/35 , 2020) Download Indicator

    In Estonia, the percentage of bachelor's or equivalent graduates in public institutions is one of the highest among OECD and partner countries with available data. (90.7 %, rank 8/34 , 2020) Download Indicator

    In Estonia, the percentage of master's or equivalent graduates in public institutions is one of the largest among OECD and partner countries with available data. (95 %, rank 7/34 , 2020) Download Indicator

    The share of long first degree master's graduates in public institutions is relatively high in Estonia. (100 %, rank 1/21 , 2020) Download Indicator

    The percentage of first-time bachelor's graduates is relatively high in Estonia. (92.8 %, rank 6/31 , 2020) Download Indicator

    Graduation by gender

    The share of female graduates from upper secondary vocational programmes is one of the smallest among OECD countries and partner economies with available data. (33.8 %, rank 35/38 , 2020) Download Indicator

    Among OECD and partner countries with available data, Estonia has one of the largest shares of women graduates from tertiary programmes. (62.6 %, rank 2/35 , 2020) Download Indicator

    In Estonia, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively high. (59.1 %, rank 2/42 , 2020) Download Indicator

    In Estonia, the share of female doctoral graduates in the field of business, administration and law is relatively high. (68.2 %, rank 2/41 , 2020) Download Indicator

    In Estonia, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively high. (40 %, rank 4/41 , 2020) Download Indicator

    The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Estonia is relatively high. (69.7 %, rank 5/25 , 2020) Download Indicator

    In Estonia, 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. (7.5 %, rank 33/40 , 2020) Download Indicator

    In Estonia, the share of female tertiary graduates in the field of sciences, technology, engineering and mathematics is one of the largest among OECD and partner countries with available data. (18 %, rank 3/37 , 2020) Download Indicator

    The share of male tertiary graduates in the field of education is relatively low in Estonia. (1.6 %, rank 40/41 , 2020) Download Indicator

    In Estonia, the proportion of male tertiary graduates in the field of arts and humanities is relatively large. (11.2 %, rank 5/41 , 2020) Download Indicator

    The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively high in Estonia. (43.8 %, rank 9/38 , 2020) Download Indicator

    The share of male tertiary graduates in the field of health and welfare is relatively low in Estonia. (4.4 %, rank 37/41 , 2020) Download Indicator

    In Estonia, the percentage of female post-secondary non-tertiary graduates in the field of health and welfare is relatively small. (64.3 %, rank 20/21 , 2020) Download Indicator

    Graduation by age

    The average age of upper secondary graduates from vocational programmes in Estonia is one of the lowest among OECD and partner countries with available data (18.9 Years, rank 28/36 , 2020) Download Indicator

    Graduation by field of education

    The percentage of tertiary graduates in the field of arts and humanities is one of the highest among OECD and partner countries with available data. (13 %, rank 6/40 , 2020) Download Indicator

    The percentage of tertiary graduates in the field of information and communication technologies is one of the highest among OECD and partner countries with available data. (8.4 %, rank 2/40 , 2020) Download Indicator

    The share of doctoral graduates in the field of arts and humaties in Estonia is relatively large. (15.8 %, rank 5/42 , 2020) Download Indicator

    The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Estonia is relatively large. (29.9 %, rank 5/42 , 2020) Download Indicator

    The share of doctoral graduates in the field of health and welfare in Estonia is relatively small. (8.6 %, rank 37/42 , 2020) Download Indicator

    In Estonia, the proportion of upper secondary vocational graduates in the field of business, aministration and law is one of the lowest among OECD and partner countries with available data. (1.2 %, rank 32/33 , 2020) Download Indicator

    In Estonia, 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. (51 %, rank 3/33 , 2020) Download Indicator

    In Estonia, the proportion of upper secondary vocational graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (0 %, rank 32/33 , 2020) Download Indicator

    In Estonia, the percentage of post-secondary non-tertiary vocational graduates in the field of health and welfare is relatively low. (1 %, rank 19/22 , 2020) Download Indicator

    Fields of education

    In Estonia, the percentage of new entrants to tertiary education in the field of social sciences, journalism and information is relatively low. (6.9 %, rank 31/36 , 2020) Download Indicator

    The percentage of students enrolled in the field of social sciences, journalism and information among all national tertiary students in Estonia is relatively low. (5.9 %, rank 31/35 , 2020) Download Indicator

    In Estonia,the share of male among new entrants in doctoral programmes enrolled in the field of education is relatively small. (7.7 %, rank 34/34 , 2020) Download Indicator

    In Estonia,the share of male among new entrants in doctoral programmes enrolled in the field of natural sciences, mathematics ans statistics is relatively small. (44 %, rank 33/35 , 2020) Download Indicator

    In Estonia,the share of male among new entrants in doctoral programmes enrolled in the field of engineering, manufacturing and construction is relatively small. (62 %, rank 30/35 , 2020) Download Indicator

    In Estonia, the share of male among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (21.9 %, rank 33/34 , 2020) Download Indicator

    In Estonia, the share of women among new entrants in bachelor's programmes in the field of education is one of the largest among OECD and partner countries with available data. (92.5 %, rank 3/36 , 2020) Download Indicator

    In Estonia, 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. (87.6 %, rank 2/36 , 2020) Download Indicator

    In Estonia, the share of women 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. (23.6 %, rank 8/35 , 2020) Download Indicator

    In Estonia, 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. (61.8 %, rank 2/36 , 2020) Download Indicator

    The share of female students entering doctoral or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Estonia is one of the largest compared to other OECD countries and partner economies. (43.8 %, rank 4/35 , 2020) Download Indicator

    The share of female students entering master's or equivalent programmes in education in Estonia is one of the largest compared to other OECD countries and partner economies. (87.1 %, rank 5/36 , 2020) Download Indicator

    The share of female students entering master's or equivalent programmes in health and welfare in Estonia is one of the largest compared to other OECD countries and partner economies. (80.9 %, rank 4/36 , 2020) Download Indicator

    The share of female students entering master's or equivalent programmes in information and communication technologies in Estonia is one of the largest compared to other OECD countries and partner economies. (38 %, rank 2/35 , 2020) Download Indicator

    The share of female students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Estonia is one of the largest compared to other OECD countries and partner economies. (59.2 %, rank 10/36 , 2020) Download Indicator

    In Estonia, 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. (38.2 %, rank 35/36 , 2020) Download Indicator

    The share of male students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Estonia is one of the smallest compared to other OECD countries and partner economies. (40.8 %, rank 27/36 , 2020) Download Indicator

    In Estonia, the share of men 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. (7.5 %, rank 34/36 , 2020) Download Indicator

    In Estonia, 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. (12.4 %, rank 35/36 , 2020) Download Indicator

    In Estonia, the share of men 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. (76.4 %, rank 28/35 , 2020) Download Indicator

    The share of male students entering doctoral or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Estonia is one of the smallest compared to other OECD countries and partner economies. (56.2 %, rank 32/35 , 2020) Download Indicator

    The share of male students entering master's or equivalent programmes in education in Estonia is one of the smallest compared to other OECD countries and partner economies. (12.9 %, rank 32/36 , 2020) Download Indicator

    The share of male students entering master's or equivalent programmes in health and welfare in Estonia is one of the smallest compared to other OECD countries and partner economies. (19.1 %, rank 33/36 , 2020) Download Indicator

    The share of male students entering master's or equivalent programmes in information and communication technologies in Estonia is one of the smallest compared to other OECD countries and partner economies. (62 %, rank 34/35 , 2020) Download Indicator

    In Estonia, the percentage of new entrants to doctoral programmes in the field of arts and humanities is relatively high, compared to other countries with available data. (15.9 %, rank 4/34 , 2020) Download Indicator

    In Estonia, 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. (9.8 %, rank 27/34 , 2020) Download Indicator

    In Estonia, the percentage of new entrants to doctoral programmes in the field of information and communication technologies is relatively high, compared to other countries with available data. (13.4 %, rank 2/33 , 2020) Download Indicator

    In Estonia, the percentage of new entrants to doctoral programmes in the field of social sciences, journalism and information is relatively low, compared to other countries with available data. (5.5 %, rank 33/34 , 2020) Download Indicator

    Student mobility

    The percentage of national tertiary students enrolled abroad in Estonia is relatively high. (8.3 %, rank 5/38 , 2020) Download Indicator

    In Estonia, the proportion of international graduates among bachelor's first-time graduates is relatively high. (8.8 %, rank 8/30 , 2020) Download Indicator

    In Estonia, the share of international or foreign students enrolled in bachelor's programmes among men is relatively high compared to other OECD and partner countries. (10.6 %, rank 10/37 , 2020) Download Indicator

    In Estonia, the share of international or foreign students enrolled in master's programmes among men is relatively high compared to other OECD and partner countries. (27.5 %, rank 7/37 , 2020) Download Indicator

    In Estonia, the share of international or foreign students enrolled in tertiary education among men is relatively high compared to other OECD and partner countries. (17.1 %, rank 9/43 , 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 Estonia is relatively high. (14.1 %, rank 7/33 , 2020) Download Indicator

    The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Estonia is relatively high. (36.3 %, rank 4/33 , 2020) Download Indicator

    The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Estonia is relatively low. (10.8 %, rank 29/33 , 2020) Download Indicator

    The percentage of students enrolled in the field of health and welfare among all international or foreign tertiary students in Estonia is relatively low. (3.6 %, rank 31/33 , 2020) Download Indicator

    The percentage of students enrolled in the field of services among all international or foreign tertiary students in Estonia is relatively low. (0 %, rank 31/33 , 2020) Download Indicator

    In Estonia, the share of international and foreign students among all students in the field of services is one of the smallest among OECD and partner countries with avaialble data. (0 %, rank 34/36 , 2020) Download Indicator

    In Estonia, 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 Estonia, the percentage of international doctoral graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (2.1 %, rank 30/35 , 2020) Download Indicator

    In Estonia, the share of students enrolled in the field of science, technology, engineering and mathematics among tertiary students is relatively high compared to other OECD and partner countries. (30.9 %, rank 6/34 , 2020) Download Indicator

    Expenditure per student

    Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data. (8462 USD Equivalent, rank 27/36 , 2019) Download Indicator

    Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in Estonia is comparatively low. (8881 USD Equivalent, rank 19/28 , 2019) Download Indicator

    Expenditure per student for ancillary services on primary, secondary and post-secondary non-tertiary education in Estonia is comparatively low. (99 USD Equivalent, rank 27/27 , 2019) Download Indicator

    Expenditure per student for ancillary services on tertiary education in Estonia is comparatively high. (933 USD Equivalent, rank 8/25 , 2019) Download Indicator

    Expenditure per student for ancillary educational services on primary to tertiary education in Estonia is comparatively low. (264 USD Equivalent, rank 20/24 , 2019) Download Indicator

    Expenditure in education and national wealth

    In Estonia, expenditure on secondary educational institutions as a percentage of GDP is comparatively low. (1.4 %, rank 33/36 , 2019) Download Indicator

    In Estonia, expenditure on educational institutions as a percentage of GDP for tertiary education is low compared to 2015. (84 Index, rank 30/34 , 2019) Download Indicator

    In Estonia, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0.5 %, rank 1/30 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in the number of full-time equivalent student from primary to tertiary education is one of the smallest in Estonia among OECD and partner countries with available data. (-0.6 %, rank 29/38 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure on primary to tertiary education in Estonia is one of the largest among OECD and partner countries with available data. (3 %, rank 8/32 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on primary to tertiary education in Estonia is one of the largest among OECD and partner countries with available data. (3.6 %, rank 7/31 , 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 Estonia. (-5.3 %, rank 39/40 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure on tertiary education in Estonia is one of the highest among OECD and partner countries with available data. (2.2 %, rank 10/32 , 2019) Download Indicator

    From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on tertiary education in Estonia is one of the highest among OECD and partner countries with available data. (7.9 %, rank 1/31 , 2019) Download Indicator

    Public and private expenditure in education

    The share of private expenditure on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (4.2 %, rank 30/36 , 2019) Download Indicator

    Estonia has one of the smallest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (7.6 %, rank 28/36 , 2019) Download Indicator

    In Estonia, total public expenditure on secondary educational institutions as a percentage of total public expenditure is comparatively low. (3.5 %, rank 38/42 , 2019) Download Indicator

    In Estonia, the relative share of private 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. (4.2 %, rank 21/28 , 2019) Download Indicator

    The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively large in Estonia. (11.2 %, rank 1/28 , 2019) Download Indicator

    In Estonia, the relative share of public expenditure from initial source of funds at primary to tertiary education is relatively low. (81.3 %, rank 18/26 , 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 Estonia. (119 Index, rank 4/37 , 2019) Download Indicator

    In Estonia, the relative share of private expenditure from initial source of funds for primary to tertiary education is relatively small. (7.6 %, rank 18/26 , 2019) Download Indicator

    In Estonia, 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. (60.1 %, rank 20/27 , 2019) Download Indicator

    Nature of expenditure

    In Estonia, the share of current expenditure on primary education is one of the smallest among OECD and partner countries with available data. (86.7 %, rank 28/33 , 2019) Download Indicator

    The share of capital expenditure for primary to tertiary education in Estonia is one of the highest among OECD and partner countries with available data. (11.9 %, rank 7/31 , 2019) Download Indicator

    The share of current expenditure for primary to tertiary education in Estonia is one of the lowest among OECD and partner countries with available data. (88.1 %, rank 25/31 , 2019) Download Indicator

    The percentage of capital expenditure on secondary education is relatively in Estonia. (10.4 %, rank 8/33 , 2019) Download Indicator

    The percentage of current expenditure on secondary education is relatively in Estonia. (89.6 %, rank 26/33 , 2019) Download Indicator

    In Estonia, the share of current expenditure on post-secondary non-tertiary education is comparatively low. (90.5 %, rank 12/17 , 2019) Download Indicator

    The percentage of capital expenditure on tertiary education is relatively in Estonia. (11.7 %, rank 6/32 , 2019) Download Indicator

    The percentage of current expenditure on tertiary education is relatively in Estonia. (88.3 %, rank 24/32 , 2019) Download Indicator

    Teachers

    The number of hours per year primary teachers spend teaching in public institutions is comparatively low in Estonia. (592 Hours, rank 33/33 , 2021) Download Indicator

    The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively low in Estonia. (609 Hours, rank 26/33 , 2021) Download Indicator

    The number of days of instruction in a school year in primary school is especially low. (174 Days, rank 29/33 , 2021) Download Indicator

    The number of days of instruction in a school year in lower secondary school is especially low. (174 Days, rank 27/31 , 2021) Download Indicator

    The number of days of instruction in a school year in upper secondary school is especially low. (174 Days, rank 26/31 , 2021) Download Indicator

    The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively high in Estonia. (1332 Hours, rank 4/27 , 2021) Download Indicator

    Who the teachers are

    The share of women among teaching staff in primary education is one of the largest among OECD and partner countries with available data. (90.2 %, rank 9/43 , 2020) Download Indicator

    The share of women among teaching staff in lower secondary education is one of the largest among OECD and partner countries with available data. (82.1 %, rank 4/40 , 2020) Download Indicator

    The share of women among teaching staff in upper secondary education is one of the largest among OECD and partner countries with available data. (70.3 %, rank 6/42 , 2020) Download Indicator

    The share of women among teaching staff in tertiary education is one of the largest among OECD and partner countries with available data. (48.9 %, rank 10/38 , 2020) Download Indicator

    The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (82.8 %, rank 3/33 , 2019) Download Indicator

    The percentage of primary teachers aged between 30 and 49 is especially low. (42.8 %, rank 36/38 , 2019) Download Indicator

    The percentage of lower secondary teachers aged between 30 and 49 is especially low. (37.5 %, rank 34/35 , 2019) Download Indicator

    The percentage of upper secondary teachers aged between 30 and 49 is especially low. (40.8 %, rank 33/37 , 2019) Download Indicator

    The percentage of primary to upper secondary teachers aged between 30 and 49 is especially low. (40.9 %, rank 34/37 , 2019) Download Indicator

    The percentage of primary to upper secondary teachers older than 50 is especially high. (50.4 %, rank 5/37 , 2019) Download Indicator

    The percentage of female teachers under 30 in lower secondary education is especially high in Estonia. (74.3 %, rank 6/35 , 2019) Download Indicator

    The percentage of female teachers aged 50 or more in lower secondary education is especially high in Estonia. (84.1 %, rank 2/35 , 2019) Download Indicator

    The percentage of female teachers aged 50 or more in tertiary education is especially high in Estonia. (46.4 %, rank 6/33 , 2019) Download Indicator

    In Estonia, the share of bachelor's, master's and doctoral level teachers aged between 30 and 49 is relatively high, compared to other countries with data available. (55.8 %, rank 9/29 , 2019) Download Indicator

    In Estonia, the share of tertiary teachers aged between 30 and 49 is relatively high, compared to other countries with data available. (55.8 %, rank 9/32 , 2019) Download Indicator

    In Estonia, the share of bachelor's, master's and doctoral level female teachers older than 50 is relatively high, compared to other countries with data available. (46.4 %, rank 5/30 , 2019) Download Indicator

    Teachers' salaries

    The average actual pre-primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (24442 USD Equivalent, rank 19/21 , 2021) Download Indicator

    The average actual primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (31620 USD Equivalent, rank 21/25 , 2021) Download Indicator

    The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (31620 USD Equivalent, rank 21/25 , 2021) Download Indicator

    The average actual upper secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (31620 USD Equivalent, rank 22/25 , 2021) Download Indicator

    Teachers' salaries progression

    Starting salaries for lower secondary teachers with minimum training are especially low. (25448 USD Equivalent, rank 29/38 , 2021) Download Indicator

    Principals' salaries

    Lower-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Estonia. (1.13 Ratio, rank 15/20 , 2021) Download Indicator

    Upper-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Estonia. (1.13 Ratio, rank 17/20 , 2021) Download Indicator

    The average pre-primary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (35477 USD Equivalent, rank 16/17 , 2021) Download Indicator

    The average primary school heads' actual salary is one of the lowest in Estonia relatively compared to OECD and partner countries with available data. (39646 USD Equivalent, rank 19/22 , 2021) Download Indicator

    The average lower secondary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (39646 USD Equivalent, rank 20/22 , 2021) Download Indicator

    The average upper-secondary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (39646 USD Equivalent, rank 22/22 , 2021) Download Indicator

    Ratio of student to teaching staff

    The number of students per teacher in tertiary institutions is one of the lowest among OECD and partner countries with available data. (12.2 Ratio, rank 26/33 , 2020) Download Indicator

    In Estonia, the ratio of students to teaching staff in bachelor's and tertiary advanced research programmes is one of the lowest compared to other OECD and partner countries with available data. (12.2 Ratio, rank 22/27 , 2020) Download Indicator

    In Estonia, the number of students per teacher in general upper secondary education is one of the highest among OECD and partner countries with available data. (13.7 Ratio, rank 9/33 , 2019) Download Indicator

    The ratio of students to teaching staff at the vocational upper secondary level is especially high in Estonia. (18 Ratio, rank 6/30 , 2019) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in private institutions is especially low in Estonia. (8.8 Ratio, rank 31/39 , 2020) Download Indicator

    The ratio of students to teaching staff at the lower secondary level in government-dependent private institutions is especially low in Estonia. (8.8 Ratio, rank 16/19 , 2019) Download Indicator

    The ratio of students to teaching staff at the upper secondary level in government-dependent private institutions is especially low in Estonia. (10 Ratio, rank 16/20 , 2019) Download Indicator

    In Estonia, the number of students per teacher in all private secondary education is one of the lowest among OECD and partner countries with available data. (9.4 Ratio, rank 30/37 , 2020) Download Indicator

    The ratio of students to teaching staff at the secondary level in government-dependent private institutions is especially low in Estonia. (9.2 Ratio, rank 17/18 , 2019) Download Indicator

    In Estonia, the number of students per teacher in public institutions tertiary education is one of the lowest among countries with available data. (11.8 Ratio, rank 26/35 , 2020) Download Indicator

    In Estonia, the number of students per teacher in private institutions tertiary education is one of the highest among countries with available data. (22.3 Ratio, rank 6/29 , 2020) Download Indicator

    In Estonia, the number of students per teacher in public bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (11.8 Ratio, rank 20/27 , 2020) Download Indicator

    In Estonia, the number of students per teacher in private bachelor's, master's, doctoral or equivalent programmes is one of the highest among countries with available data. (22.3 Ratio, rank 4/24 , 2020) Download Indicator

    Class size

    Classes in in private primary institutions are comparatively small in Estonia. (15 Students, rank 26/31 , 2019) Download Indicator

    Classes in lower secondary public institutions are comparatively small in Estonia. (19 Students, rank 28/33 , 2019) Download Indicator

    Classes in lower secondary private institutions are comparatively small in Estonia. (14 Students, rank 31/31 , 2019) Download Indicator

    In government-dependent private institutions at primary education level, classes are relatively small in Estonia. (15 Students, rank 15/18 , 2019) Download Indicator

    In government-dependent private institutions at lower secondary level, classes are one of the smallest in Estonia among OECD and partner countries with available data. (14 Students, rank 19/19 , 2019) Download Indicator

    In Estonia, classes in lower secondary education are comparatively small. (18 Students, rank 29/31 , 2019) Download Indicator

    Employment and educational attainment

    The employment rate among 25-64 year-olds without upper secondary education is comparatively high. (64.1 %, rank 9/42 , 2021) Download Indicator

    The employment rate among 25-34 year-olds with below upper secondary education is compartively high in Estonia. (71 %, rank 3/42 , 2021) Download Indicator

    In Estonia, the inactivity rate of 25-64 year-olds with below upper secondary education is one of the lowest among countries with available data. (27.1 %, rank 36/42 , 2021) Download Indicator

    In Estonia, the inactivity rate of 25-64 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (3.7 %, rank 24/30 , 2021) Download Indicator

    In Estonia, the inactivity rate of 25-64 year-olds with upper secondary or post-secondary non-tertiary education is one of the lowest among countries with available data. (15.3 %, rank 33/42 , 2021) Download Indicator

    Employment by gender and educational attainment

    The employment rate among 25-34 year-old men with below upper secondary education is compartively high in Estonia. (80 %, rank 8/42 , 2021) Download Indicator

    The employment rate among 25-34 year-old men with tertiary education is compartively high in Estonia. (92.5 %, rank 9/43 , 2021) Download Indicator

    The employment rate among 25-34 year-old women with below upper secondary education is compartively high in Estonia. (55.3 %, rank 6/41 , 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 arts is low compared to other OECD and partner countries. (78.8 %, rank 15/17 , 2021) Download Indicator

    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. (81.3 %, rank 14/17 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of business, administration and law is low compared to other OECD and partner countries. (82.2 %, rank 24/31 , 2021) Download Indicator

    The employment rate among 25-64 year-olds with tertiary education who studied in the field of engineering, manufacturing and construction is low compared to other OECD and partner countries. (85.6 %, rank 25/31 , 2021) Download Indicator

    Unemployment and educational attainment

    The inactivity rate of 25-34 years-old adults with below upper secondary education is low in Estonia. (19.8 %, rank 38/41 , 2021) Download Indicator

    In Estonia, 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. (28.3 %, rank 28/37 , 2021) Download Indicator

    In Estonia, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with below upper secondary education is relatively high. (33.7 %, rank 9/30 , 2021) Download Indicator

    In Estonia, 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. (38 %, rank 7/30 , 2021) Download Indicator

    In Estonia, 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. (38.1 %, rank 9/31 , 2021) Download Indicator

    In Estonia, the proportion of adults who have been unemployed for less than 3 months among all unemployed adults with tertiary education is relatively high. (36.1 %, rank 10/30 , 2021) Download Indicator

    In Estonia, 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. (28.4 %, rank 28/37 , 2021) Download Indicator

    In Estonia, 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. (41.1 %, rank 4/30 , 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 low. (126.6 %, rank 33/37 , 2020) Download Indicator

    Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively low. (127.1 %, rank 35/37 , 2020) Download Indicator

    Earnings of foreign-born aged between 25 and 64 who work full- and part-time with a short cycle tertiary education are comparatively low. (85.2 %, rank 28/28 , 2020) Download Indicator

    Earnings of 25-64 year-old full- and part-time workers with a Master's, doctoral or equivalent education degree are comparatively low. (137.8 %, rank 31/31 , 2020) Download Indicator

    In Estonia, 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. (127.8 %, rank 24/32 , 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 high in Estonia. (92.7 %, rank 1/37 , 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 high in Estonia. (93.5 %, rank 3/37 , 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 lowest among countries with available data. (56.1 %, rank 33/37 , 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 lowest among countries with available data. (59.4 %, rank 37/37 , 2020) Download Indicator

    In Estonia, 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. (24.1 %, rank 20/28 , 2020) Download Indicator

    In Estonia, earnings of 25-64 year-old workers with a master's or equivalent education degree are comparatively low. (137.7 %, rank 31/32 , 2020) Download Indicator

    In Estonia, the share of worker earning more than twice the median among those with a short-cycle tertiary education degree is comparatively low. (4.5 %, rank 28/30 , 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 low in Estonia. (83.6 %, rank 29/29 , 2020) Download Indicator

    Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with tertiary education are one of the highest among countries with available data. (75.7 %, rank 6/37 , 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 lowest among countries with available data. (62.9 %, rank 31/37 , 2020) Download Indicator

    Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with upper secondary or post-secondary non-tertiary education are one of the lowest among countries with available data. (65.9 %, rank 37/37 , 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 Estonia 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. (90.1 %, rank 2/15 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Estonia 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. (93.5 %, rank 1/14 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Estonia who studied in the field of business, administration and law, are low, when compared to earnings of adults with an upper secondary education. (102.3 %, rank 14/17 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Estonia who studied in the field of business, administration and law, are low, when compared to earnings of adults with an upper secondary education. (101.8 %, rank 14/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Estonia who studied in the field of engineering, manufacturing and construction, are low, when compared to earnings of adults with an upper secondary education. (95.1 %, rank 16/17 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Estonia who studied in the field of engineering, manufacturing and construction, are low, when compared to earnings of adults with an upper secondary education. (93.6 %, rank 15/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Estonia who studied in the field of health and welfare, are high, when compared to earnings of adults with an upper secondary education. (99.2 %, rank 5/17 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Estonia who studied in the field of health and welfare, are high, when compared to earnings of adults with an upper secondary education. (101.8 %, rank 4/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Estonia who studied in the field of information and communication technologies (ICT), are high, when compared to earnings of adults with an upper secondary education. (146.1 %, rank 1/17 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Estonia who studied in the field of information and communication technologies (ICT), are high, when compared to earnings of adults with an upper secondary education. (142.5 %, rank 1/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Estonia 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 2/16 , 2020) Download Indicator

    Compared to other countries with available data, earnings of tertiary-educated adults in Estonia who studied in the field of natural sciences, mathematics and statistics, are high, when compared to earnings of adults with an upper secondary education. (112.8 %, rank 2/15 , 2020) Download Indicator

    Neither in education nor employed

    The share of youth who have been unemployed for less than 3 months and not in formal education or training among 18-24 year-olds in Estonia is one of the highest among countries with available data. (3.1 %, rank 6/27 , 2021) Download Indicator

    The share of youth neither employed nor in education or training among 25-29 year-olds in Estonia is one of the lowest among OECD and partner countries with available data. (13.5 %, rank 32/38 , 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. (56.3 %, rank 6/38 , 2020) Download Indicator

    The share of female students entering doctoral or equivalent programmes in Estonia is one of the largest compared to other OECD countries and partner economies. (55.2 %, rank 3/38 , 2020) Download Indicator


    The data table will display up to six selected countries.
    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.
    
                            
    
                            
    
                                | Education policies: Access and Participation - Tertiary | Education policies: Finance and Funding - Tertiary | Education policies: Labour market outcomes - Tertiary | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
    • 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.
    
                            
    
                            
    
                                | Education policies: Attainment | Education policies: Labour market outcomes | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
    • 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.
    
                            
    
                            
    
                                | Education policies: Access and Participation  | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
    • 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).
    
                            
    
                            
    
                                | Education policies: Finance and Funding | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
    • 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.
    
                            
    
                            
    
                                | Education policies: Teachers | OECD Teaching and Learning International Survey (TALIS)  | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            
                
    
            
    
        
    
        
    
            
        
    
        
    
            
        
    

        
        
		
        
		
    
			
    
				Key
            
    
            Diagram of funding flows - Estonia
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
				Key
            
    
            Country Reviews for Estonia
            
    
            
    
			
    
        
    
		
              
              
              
              
              
              
              
        
    
            Note: These values should be interpreted with care since they are influenced
            by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in
            education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey
            more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please
            take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            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.