Country
Data profiles:
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
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Educational outcomes
The proportion of 25-64 year-olds who have attained a vocational upper secondary or post-secondary qualification is one of the highest among OECD and partner countries with available data. (38 %, rank 7/34 , 2019) Download Indicator
The proportion of 25-64 year-olds who have attained a general upper secondary or post-secondary qualification is one of the lowest among OECD and partner countries with available data. (6.3 %, rank 33/38 , 2019) Download Indicator
The proportion of 25-64 year-old women who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (5.1 %, rank 34/38 , 2019) Download Indicator
The percentage of first-time graduates in vocational programmes at upper secondary level is one of the highest among OECD and partner countries with available data. (54.5 %, rank 9/36 , 2018) Download Indicator
The proportion of 25-34 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (38.5 %, rank 6/34 , 2019) Download Indicator
The proportion of 55-64 year-olds who have attained a vocational degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (41.2 %, rank 9/34 , 2019) Download Indicator
The proportion of 25-34 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (11 %, rank 29/38 , 2019) Download Indicator
The proportion of 55-64 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (3.3 %, rank 35/37 , 2019) Download Indicator
The level of short-cycle tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (19.9 %, rank 3/39 , 2019) Download Indicator
In Finland, the average age of upper secondary graduates from general programmes is one of the highest among OECD and partner countries with available data (42.6 Years, rank 1/23 , 2018) Download Indicator
The average age of upper secondary graduates from vocational programmes in Finland is one of the highest among OECD and partner countries with available data (30.3 Years, rank 5/36 , 2018) Download Indicator
The average age of upper secondary graduates from general programmes in Finland is one of the highest among OECD and partner countries with available data (19.3 Years, rank 8/38 , 2018) Download Indicator
In Finland, the average age of first-time tertiary graduates is relatively high. (27.3 Years, rank 4/28 , 2018) Download Indicator
In Finland, the percentage of first-time bachelor's graduates younger than 30 is relatively low. (77 %, rank 27/30 , 2018) Download Indicator
In Finland, the percentage of first-time master's graduates younger than 35 is relatively low. (75.8 %, rank 24/29 , 2018) Download Indicator
In Finland, the percentage of first-time doctorate graduates younger than 35 is relatively low. (46.8 %, rank 25/30 , 2018) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of educaton is one of the lowest among OECD countries and partner economies with available data. (6.7 %, rank 28/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is one of the lowest among OECD countries and partner economies with available data. (5.2 %, rank 27/30 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is one of the lowest among OECD countries and partner economies with available data. (3.6 %, rank 25/32 , 2018) Download Indicator
Participation in education
The proportion of upper secondary students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (71.6 %, rank 1/41 , 2018) Download Indicator
The percentage of four-year-olds in early childhood and primary education in Finland is one of the lowest among OECD and partner countries with available data. (82.6 %, rank 33/41 , 2018) Download Indicator
The share of new entrants younger than 25 in bachelor's or equivalent programmes is one of the smallest among OECD and partner countries with available data. (75.4 %, rank 31/36 , 2018) Download Indicator
The enrolment rate of 40-64 year-olds in Finland is one of the highest among OECD and partner countries with available data. (5.8 %, rank 2/39 , 2018) Download Indicator
In Finland, the percentage of young people expected to enter into tertiary education before the age of 25 is relatively low. (46.6 %, rank 22/31 , 2018) Download Indicator
In Finland, the percentage of new entrants in short-cycle tertiary programmes younger than 25 is relatively low. (75.4 %, rank 31/36 , 2018) Download Indicator
In Finland, the percentage of first-time entrants into tertiary education younger than 25 is relatively low. (76.9 %, rank 23/31 , 2018) Download Indicator
The share of upper secondary 20-24-year-old students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (92.7 %, rank 7/38 , 2018) 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. (14.1 %, rank 19/26 , 2018) Download Indicator
The share of students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in upper secondary vocational programmes is one of the largest among OECD and partner countries with available data. (100 %, rank 1/33 , 2018) Download Indicator
Graduation expectancy
Finland has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (38.1 %, rank 9/31 , 2018) Download Indicator
Graduation by gender
The share of female graduates from upper secondary vocational programmes is one of the largest among OECD countries and partner economies with available data. (54.8 %, rank 4/39 , 2018) Download Indicator
In Finland, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively high. (53.2 %, rank 10/43 , 2018) Download Indicator
In Finland, the share of female doctoral graduates in the field of business, administration and law is relatively high. (56.2 %, rank 4/43 , 2018) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (18.8 %, rank 38/43 , 2018) 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. (7 %, rank 3/42 , 2018) 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. (21.9 %, rank 4/43 , 2018) Download Indicator
In Finland, the proportion of upper secondary vocational graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (24.3 %, rank 26/35 , 2018) Download Indicator
In Finland, the proportion of upper secondary vocational graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (21.8 %, rank 7/35 , 2018) Download Indicator
Adult learning
In Finland, the number of annual hours of participation of adults in formal and/or non-formal education and training is comparatively high (156 %, rank 3/26 , 2016) Download Indicator
In Finland, the number of annual hours of participation of adults without an upper secondary education in formal and/or non-formal education and training is comparatively high (281 %, rank 1/24 , 2016) Download Indicator
In Finland, the number of annual hours of participation of adults with tertiary education in formal education and training is comparatively low (251 %, rank 24/26 , 2016) Download Indicator
The annual training costs per participant are one of the lowest across OECD countries and partner countries. (1385.1 %, rank 17/25 , 2015) Download Indicator
In Finland, the annual training costs as a share of total labour costs is relatively low compared to other OECD countries and partner countries. (1.1 %, rank 21/25 , 2015) Download Indicator
In enterprises of ver 249 employed persons, the annual training costs as a share of total labour costs is relatively low. (1.2 %, rank 23/25 , 2015) Download Indicator
Fields of education
In Finland, the percentage of new entrants to tertiary education in the field of education is relatively low. (4.8 %, rank 32/36 , 2018) Download Indicator
In Finland, the percentage of new entrants to tertiary education in the field of social sciences, journalism and information is relatively low. (4.6 %, rank 35/36 , 2018) Download Indicator
The share of female who enter tertiary education in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (19 %, rank 32/35 , 2018) Download Indicator
The percentage of students enrolled in the field of social sciences, journalism and information among all national tertiary students in Finland is relatively low. (7.1 %, rank 30/35 , 2018) Download Indicator
The percentage of students enrolled in the field of business, administration and law among all national tertiary students in Finland is relatively low. (17.4 %, rank 32/35 , 2018) Download Indicator
In Finland,the share of male among new entrants in doctoral programmes enrolled in the field of natural sciences, mathematics ans statistics is relatively large. (60.9 %, rank 5/35 , 2018) Download Indicator
In Finland, the share of male among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (29.6 %, rank 31/34 , 2018) Download Indicator
In Finland, the share of new entrants in short-cycle tertiary programmes in the field of education is relatively small. (4.8 %, rank 32/36 , 2018) Download Indicator
In Finland, the share of new entrants in short-cycle tertiary programmes in the field of social sciences, journalism and information is relatively small. (4.6 %, rank 35/36 , 2018) Download Indicator
Student mobility
In Finland, the proportion of new international entrants in master's long first degreee (LFD) programmes is relatively low. (0.5 %, rank 20/21 , 2018) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Finland is relatively low. (4.7 %, rank 32/34 , 2018) Download Indicator
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Finland is relatively high. (19.6 %, rank 9/34 , 2018) Download Indicator
Resources for education
In Finland, the share of current expediture on primary education is one of the smallest among OECD and partner countries with available data. (88.4 %, rank 28/32 , 2017) Download Indicator
In Finland, the share of capital expediture on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (10.5 %, rank 5/32 , 2017) Download Indicator
In Finland, the share of current expediture on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (89.5 %, rank 28/32 , 2017) Download Indicator
Between 2012 and 2017, the average annual growth rate of total expenditure on all levels below tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (-0.6 %, rank 29/32 , 2017) Download Indicator
Between 2012 and 2017, the average annual growth rate in total expenditure on educational institutions from primary to tertiary education is one of the lowest among OECD and partner countries with available data. (-1.1 %, rank 29/31 , 2017) Download Indicator
In Finland, the share of capital expediture on tertiary education is one of the smallest among OECD and partner countries with available data. (5.1 %, rank 26/31 , 2017) Download Indicator
The average annual growth rate of total expenditure on tertiary educational institutions between 2012 and 2017 is one of the lowest among OECD and partner countries with available data. (-2.2 %, rank 26/32 , 2017) Download Indicator
Expenditure per student
Annual expenditure per pupil at the pre-primary level is one of the highest among OECD and partner countries with available data. (13186 USD Equivalent, rank 7/28 , 2017) Download Indicator
Expenditure per student for ancillary services on tertiary education in Finland is comparatively low. (0 USD Equivalent, rank 24/25 , 2017) Download Indicator
Between 2012 and 2017, the average annual growth rate of total expenditure per student in all levels below tertiary education is one of the lowest among OECD and partner countries with available data. (-1 %, rank 28/32 , 2017) Download Indicator
In Finland, between 2012 and 2017, the average annual expenditure per full-time equivalent student from primary to tertiary education is one the lowest among OECD and partner countries with available data. (-1.5 %, rank 29/30 , 2017) Download Indicator
The average annual growth rate of total expenditure per full-time equivalent student in tertiary education between 2012 and 2017 is one of the lowest among OECD and partner countries with available data. (-2.7 %, rank 25/31 , 2017) Download Indicator
Expenditure in education and national wealth
In Finland, private expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from initial source of funds is relatively low. (0 %, rank 25/26 , 2017) Download Indicator
In Finland, private expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively low. (0 %, rank 34/35 , 2017) Download Indicator
In Finland, public expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (5 %, rank 8/42 , 2017) Download Indicator
In Finland, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from initial source of funds is relatively low. (0.1 %, rank 23/26 , 2017) Download Indicator
In Finland, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively low. (0.1 %, rank 34/36 , 2017) Download Indicator
The total expenditure on early childhood and care educational institutions, as a percentage of GDP, is one of the highest among OECD and partner countries with available data. (1.2 %, rank 6/29 , 2017) 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. (0.8 %, rank 34/35 , 2017) Download Indicator
The share of private expenditure on tertiary education is one of the smallest among OECD and partner countries with available data. (3.5 %, rank 35/37 , 2017) Download Indicator
Finland has one of the smallest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (1.6 %, rank 36/36 , 2017) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively large . (91.9 %, rank 3/37 , 2017) Download Indicator
In Finland, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively large . (96.9 %, rank 3/36 , 2017) Download Indicator
In Finland, the share of private expenditure on primary, secondary and post-secondary non-tertiary education from final source of funds is one of the smallest among OECD and partner countries with available data. (10.2 %, rank 23/29 , 2017) Download Indicator
In Finland, the share of private expenditure on all levels below tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (0.7 %, rank 25/26 , 2017) Download Indicator
In Finland, the share of private expenditure from primary to tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (1.5 %, rank 25/26 , 2017) Download Indicator
In Finland, the share of private expenditure on tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (3.3 %, rank 26/27 , 2017) Download Indicator
Tuition fees
The estimated average annual tuition fee for national students in master's or equivalent programmes (former tertiary-type A) in public institutions is one of the lowest among OECD and partner countries with available data. (0 USD Equivalent, rank 16/21 , 2018) Download Indicator
The estimated average annual tuition fee for national students in government-dependent private institutions for a bachelor's or equivalent level education is one of the highest among OECD and partner countries with available data. (0 USD Equivalent, rank 6/8 , 2018) Download Indicator
The estimated average of annual tuition fees charged by public institutions for foreign students in doctoral programmes is relatively high. (0 USD Equivalent, rank 6/7 , 2018) Download Indicator
Who the teachers are
The share of women among teaching staff in tertiary education is one of the largest among OECD and partner countries with available data. (51.9 %, rank 4/39 , 2017) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially low. (6.6 %, rank 29/36 , 2018) Download Indicator
The percentage of lower secondary teachers aged between 30 and 49 is especially high. (59.9 %, rank 7/34 , 2018) Download Indicator
The percentage of upper secondary teachers aged between 30 and 49 is especially low. (47.6 %, rank 27/35 , 2018) 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 15/21 , 2019) Download Indicator
The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.97 Ratio, rank 5/25 , 2019) 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. (52866 USD Equivalent, rank 8/28 , 2019) 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. (59759 USD Equivalent, rank 9/28 , 2019) Download Indicator
The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Finland. (1.01 Ratio, rank 5/21 , 2019) Download Indicator
The salaries of 55-64 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Finland. (0.97 Ratio, rank 2/21 , 2019) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in Finland relatively compared to OECD and partner countries with available data. (45528 USD Equivalent, rank 8/24 , 2019) 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. (1.31 Ratio, rank 27/33 , 2019) Download Indicator
It takes lower secondary teachers less time to progress through the salary scale in Finland compared to other OECD and partner countries. (20 Years, rank 19/26 , 2019) 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. (1.31 Ratio, rank 29/33 , 2019) Download Indicator
Principals' salaries
Pre-primary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Finland. (0.83 Ratio, rank 15/16 , 2019) Download Indicator
The average pre-primary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (44811 USD Equivalent, rank 13/18 , 2019) Download Indicator
Ratio of student to teaching staff
The number of pupils per teacher in pre-primary schools is one of the lowest among OECD and partner countries with available data. (9.4 Ratio, rank 30/36 , 2018) Download Indicator
Organisation of the education system
The total compulsory instruction time for lower secondary students in Finland is one of the shortest among OECD and partner countries with available data. (2423 Hours, rank 31/35 , 2019) Download Indicator
In Finland, compulsory instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (651 Hours, rank 31/35 , 2019) Download Indicator
In Finland, the intended instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (683 Hours, rank 24/29 , 2019) Download Indicator
In Finland, compulsory instruction time for lower secondary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (808 Hours, rank 29/35 , 2019) Download Indicator
Classes are particularly small in lower secondary schools. (19 Students, rank 27/32 , 2018) Download Indicator
Classes in lower secondary public institutions are comparatively small in Finland. (19 Students, rank 27/34 , 2018) Download Indicator
Classes in lower secondary private institutions are comparatively small in Finland. (19 Students, rank 23/32 , 2018) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is high compared to other OECD and partner countries. (97.1 %, rank 7/35 , 2019) Download Indicator
The employment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (79.7 %, rank 26/34 , 2019) Download Indicator
The employment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (68.8 %, rank 30/38 , 2019) Download Indicator
Unemployment and educational attainment
Among the unemployed population aged between 25 and 64, with below upper secondary education, the share of those who have been unemployed for less than 3 months is one of the largest in Finland, compared to other OECD countries. (35.3 %, rank 7/31 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with below upper secondary education is high in Finland. (41 %, rank 4/41 , 2019) Download Indicator
The unemployment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is one of the highest of all OECD countries and partner economies for which data are available. (6.9 %, rank 9/33 , 2019) Download Indicator
In Finland, the inactivity rate of 25-34 year-olds with vocational upper secondary or post-secondary non-tertiary education is relatively Finland. (14.4 %, rank 8/33 , 2019) Download Indicator
In Finland, the inactivity rate of 25-34 year-olds with general upper secondary or post-secondary non-tertiary education is relatively Finland. (24.7 %, rank 8/37 , 2019) Download Indicator
The employment rate among 25-34 year-old men with vocational upper secondary or a post-secondary non-tertiary education is comparatively high. (6.4 %, rank 8/32 , 2019) Download Indicator
Earnings and educational attainment
The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (43.3 %, rank 25/28 , 2017) Download Indicator
The earnings of adults without an upper secondary education are relatively high compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (101 Index, rank 1/37 , 2017) Download Indicator
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. (135 Index, rank 31/37 , 2017) Download Indicator
Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (120 Index, rank 30/34 , 2017) Download Indicator
The gap in average earnings between 25-64 year-old women with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (120 Index, rank 30/34 , 2017) Download Indicator
In Finland, the proportional difference in earnings between 25-64 year-old men with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is low. (126 Index, rank 30/34 , 2017) Download Indicator
Earnings of 25-64 year-old full- and part-time workers with a Bachelor's or equivalent education are comparatively low. (125 Index, rank 28/33 , 2017) Download Indicator
Earnings by field of education
Earnings of tertiary-educated adults who studied in the field of arts and humanities, social sciences, journalism and information are high, compared to earnings of all tertiary-educated adults in Finland. (87.4 %, rank 2/14 , 2017) Download Indicator
Earnings of tertiary-educated adults who studied in the field of business, administration and law are low, compared to earnings of all tertiary-educated adults in Finland. (99.3 %, rank 14/15 , 2017) Download Indicator
Earnings of tertiary-educated adults who studied in the field of health and welfare are low, compared to earnings of all tertiary-educated adults in Finland. (89.8 %, rank 11/15 , 2017) Download Indicator
Social outcomes
In Finland, the proportion of adults without an upper secondary education who reported being interested in politics is low compared to other OECD and partner countries. (35.9 %, rank 17/25 , 2018) Download Indicator
General findings
- While 37% of 15-19 year-old upper secondary students are in vocational programmes, the share increases to 61% among students over 25.
- The most popular fields of study among vocational graduates vary at different levels of education. While engineering, manufacturing and construction is the most common broad field at upper secondary level, at short-cycle tertiary level, most students graduate from business, administration and law, or health and welfare.
- Combined school and work-based learning can help students transition smootly into the labor market. However, only one -third of all upper secondary vocational students are enrolled in school and work-based programmes on average across OECD countries.
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- Between the age of 3 to 5, 88% of children are enrolled in pre-primary and primary education, on average across OECD countries.
- The estimated expenditure on all children aged 3 to 5 enrolled in ECEC and primary education amounts to an average of 0.6% of GDP. Only in Iceland and Norway does it equal or exceed 1.0%.
- The ECEC workforce is at the heart of high-quality education. On average across OECD countries, there are 14 children for every teacher working in pre-primary education (ISCED 02).
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- In 2019, 45% of 25-34 year-olds held a tertiary degree, compared to 28% among 55-64 year-olds, on average across OECD countries.
- On average across OECD countries, 17% of first-time tertiary entrants enter short-cycle tertiary programmes. The employment rate of adults with a short-cycle tertiary degree is 4 percentage points higher than those with an upper secondary vocational attainment and they earn 16% more, on average across OECD countries.
- Based on current patterns, it is estimated that 38% of young adults across OECD countries will graduate from tertiary education for the first time before the age of 30 (excluding international students).
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- In 2017, total expenditure amounted to approximately USD 9 100 per student in primary institutions and USD 10 500 in secondary institutions on average across OECD countries.
- After increasing between 2005 and 2012, total expenditure on primary to tertiary institutions as a share of gross domestic product (GDP) has fallen to 4.9% in 2017 on average, below its 2005 value of 5.1%. This is due to educational expenditure rising more slowly than GDP over this period, growing by 17% while GDP grew by 27%.
- Private sources financed more than 30% of the expenditure, on average, at tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
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- There are relatively few young teachers (under the age of 30), and the proportion decreases with the level of education. Young teachers make up 12% of the teaching population in primary education, 10% in lower secondary education and 8% in upper secondary education, on average across OECD countries.
- While instruction time for students increases at higher educational levels, statutory teaching time in public institutions decreases: teachers in OECD countries and economies are required to teach on average 778 hours per year at primary level compared to 680 hours at upper secondary level (general programmes).
- Between 2005 and 2019, the statutory salaries of primary and secondary general teachers - with 15 years of experience and the most prevalent qualifications - increased by 2-3%, despite salaries falling after the 2008 economic crisis, on average across OECD countries and economies with available data.
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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/
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Some countries may have provided data refering to another year, to know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2019 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.