Country
Data profiles:
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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 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. (20.5 %, rank 28/32 , 2017) Download Indicator
In Hungary, the average age of upper secondary graduates from general programmes is one of the lowest among OECD and partner countries with available data (23.8 Years, rank 22/23 , 2017) Download Indicator
The average age of upper secondary graduates from general programmes in Hungary is one of the highest among OECD and partner countries with available data (19.1 Years, rank 9/38 , 2017) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is one of the highest among OECD countries and partner economies with available data. (15.7 %, rank 6/30 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of business, administration and law is one of the lowest among OECD countries and partner economies with available data. (18 %, rank 27/32 , 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. (2.3 %, rank 30/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health and welfare is one of the lowest among OECD countries and partner economies with available data. (8.1 %, rank 28/32 , 2018) Download Indicator
Participation in education
Among adults (25-64 years-old) with below upper secondary education, a high proportion participate in non-formal education. (39.6 %, rank 2/33 , 2016) Download Indicator
Participation rate of 25-64 year-olds in job-related non-formal education sponsored by the employer is low in Hungary, compared to other countries with available data. (48.2 %, rank 33/34 , 2016) Download Indicator
Participation rate of 25-64 year-olds in job-related non-formal education not sponsored by the employer is low in Hungary, compared to other countries with available data. (7.4 %, rank 28/34 , 2016) Download Indicator
Participation rate of 25-64 year-olds in not job-related non-formal education is high in Hungary, compared to other countries with available data. (20.5 %, rank 8/34 , 2016) Download Indicator
The share of 25-64 year-old women participating in job-related non-formal education sponsored by the employer is small. (45.2 %, rank 32/34 , 2016) Download Indicator
In Hungary, a low proportion of 25-64 year-old men participate in job-related non-formal education sponsored by the employer. (51.1 %, rank 33/34 , 2016) Download Indicator
In Hungary, a low proportion of 25-64 year-old men participate in job-related non-formal education not sponsored by the employer. (5.6 %, rank 29/34 , 2016) Download Indicator
The enrolment rate of 6-14 year-olds in Hungary is one of the lowest among OECD and partner countries with available data. (95.5 %, rank 37/41 , 2017) Download Indicator
The percentage of three-year-olds in early childhood education in Hungary is one of the highest among OECD and partner countries with available data. (99 %, rank 4/40 , 2017) Download Indicator
In Hungary the percentage of young people expected to enter bachelor's or equivalent programmes during their lifetimes is comparatively low. (30.8 %, rank 39/40 , 2017) Download Indicator
In Hungary, the share of part-time students in bachelor's programmes is relatively large. (29.1 %, rank 7/30 , 2017) Download Indicator
In Hungary, the proportion of new female entrants into master's long first degree (LFD) programmes is relatively low. (56.8 %, rank 15/24 , 2017) Download Indicator
Graduation expectancy
The percentage of young people expected to graduate from vocational programmes in upper secondary education during their lifetimes in Hungary is comparatively low (16.6 %, rank 30/34 , 2017) Download Indicator
Hungary has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (23 %, rank 34/37 , 2017) Download Indicator
Excluding mobile students, Hungary has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (22.1 %, rank 27/29 , 2017) Download Indicator
Excluding mobile students, Hungary has one of the lowest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (18.9 %, rank 24/27 , 2017) Download Indicator
Excluding mobile students, Hungary has one of the lowest percentages of young people expected to complete a doctorate or an equivalent education during their lifetime. (0.8 %, rank 24/29 , 2017) Download Indicator
Among OECD countries and partner economies with available data, Hungary has one of the lowest percentages of young people expected to graduate from tertiary education during their lifetime. (29 %, rank 28/29 , 2017) Download Indicator
Excluding mobile students, Hungary has one of the lowest percentages of young people expected to graduate from tertiary education during their lifetimes. (27.2 %, rank 26/27 , 2017) Download Indicator
Excluding mobile students, Hungary has one of the lowest percentages of young people expected to graduate from tertiary education before the age of 30. (23.1 %, rank 24/25 , 2017) Download Indicator
Graduation by gender
The percentage of female graduates from upper secondary vocational programmes is one of the lowest among OECD countries and partner economies with available data. (37.4 %, rank 35/39 , 2017) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (7.9 %, rank 37/44 , 2017) Download Indicator
The share of doctoral graduates in the field of arts and humaties in Hungary is relatively large. (16 %, rank 5/45 , 2017) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Hungary is relatively small. (3.9 %, rank 41/45 , 2017) Download Indicator
The share of doctoral graduates in the field of engineering, manufacturing and construction in Hungary is relatively small. (8.6 %, rank 38/45 , 2017) Download Indicator
Fields of education
The percentage of national tertairy students enrolled in the field of natural sciences, mathematics and statistics in Hungary is relatively low. (3.7 %, rank 32/37 , 2017) Download Indicator
Student mobility
In Hungary, the proportion of new international entrants into master's long first degreee (LFD) programmes is relatively high. (28.3 %, rank 4/20 , 2017) Download Indicator
Student mobility by field of education
The percentage of international tertiary students enrolled in the field of business, administration and law in Hungary is relatively low. (8.6 %, rank 36/36 , 2017) Download Indicator
The percentage of international tertairy students enrolled in the field of natural sciences, mathematics and statistics in Hungary is relatively low. (3 %, rank 30/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of engineering, manufacturing and construction in Hungary is relatively low. (9.7 %, rank 31/37 , 2017) Download Indicator
In Hungary, the percentage of international doctoral graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (5.4 %, rank 29/33 , 2017) Download Indicator
In Hungary, the percentage of international doctoral graduates in the field of Natural sciences, mathematics and statistics is one of the lowest among OECD and partner countries with available data. (15.2 %, rank 28/33 , 2017) Download Indicator
In Hungary, the percentage of international doctoral graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (7.6 %, rank 33/33 , 2017) Download Indicator
Organisation of the education system
In Hungary, the intended instruction time for lower secondary students (in hours per year) is one of the shortest among OECD and partner countries with available data. (801 Hours, rank 29/29 , 2019) Download Indicator
The total compulsory instruction time for primary students in Hungary is one of the shortest among OECD and partner countries with available data. (2769 Hours, rank 33/36 , 2019) Download Indicator
In Hungary, the total intended instruction time for primary students (in hours per year) is one of the shortest among OECD and partner countries with available data. (2769 Hours, rank 27/29 , 2019) Download Indicator
The total compulsory instruction time for primary and lower secondary student in Hungary is among the shortest among OECD and partner countries with available data. (5973 Hours, rank 36/36 , 2019) Download Indicator
In Hungary, total intended instruction time for primary and lower secondary students (in hours per year) is among the shortest among OECD and partner countries with available data. (5973 Hours, rank 29/29 , 2019) Download Indicator
In Hungary, the intended instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (692 Hours, rank 22/29 , 2019) Download Indicator
In Hungary, compulsory instruction time for lower secondary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (801 Hours, rank 33/36 , 2019) Download Indicator
The theoretical duration of primary and lower secondary education, in years, is one of the shortest among OECD and partner countries with available data. (8 Years, rank 34/38 , 2019) Download Indicator
Resources for education
The salary cost of upper secondary teachers per students (in USD) in Hungary is one of the lowest among OECD and partner countries with available data. (1990 USD Equivalent, rank 11/16 , 2017) Download Indicator
The salary cost of upper secondary teachers per students (as a percentage of GDP per capita) in Hungary is one of the lowest among OECD and partner countries with available data. (6.9 %, rank 11/16 , 2017) Download Indicator
Expenditure per student
Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (5454 USD Equivalent, rank 30/35 , 2016) Download Indicator
Annual expenditure per student for core and ancillary services, from primary to below-tertiary institutions is one of the lowest among OECD and partner countries with available data. (6899 USD Equivalent, rank 26/35 , 2016) Download Indicator
Annual expenditure per student on research and development in tertiary education is one of the lowest among OECD and partner countries with available data. (1747 USD Equivalent, rank 27/32 , 2016) Download Indicator
Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in Hungary is comparatively low. (6229 USD Equivalent, rank 24/27 , 2016) Download Indicator
Expenditure per student for core educational services on primary to tertiary education in Hungary is comparatively low. (6625 USD Equivalent, rank 21/26 , 2016) Download Indicator
Expenditure per student on research and development for primary to tertiary education in Hungary is comparatively low. (295 USD Equivalent, rank 29/32 , 2016) Download Indicator
In Hungary, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary, is relatively low. (6899 USD Equivalent, rank 26/35 , 2016) Download Indicator
Expenditure in education and national wealth
In Hungary, expenditure on primary educational institutions as a percentage of GDP is comparatively low. (0.8 %, rank 32/35 , 2016) Download Indicator
In Hungary, expenditure on tertiary educational institutions as a percentage of GDP is comparatively low. (1.1 %, rank 26/35 , 2016) Download Indicator
Public and private expenditure in education
The share of private expenditure on pre-primary education is one of the smallest among OECD and partner countries with available data. (8.4 %, rank 26/31 , 2016) Download Indicator
The share of public expenditure on tertiary educational institutions is one of the smallest among OECD and partner countries with available data. (1.6 %, rank 36/39 , 2016) Download Indicator
In Hungary, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively low. (7.9 %, rank 33/38 , 2016) Download Indicator
In Hungary, total public expenditure on primary educational institutions as a percentage of total public expenditure is comparatively low. (1.6 %, rank 37/38 , 2016) Download Indicator
Expenditure on all children aged 3 to 5 enrolled in early childhood and primary education is one of the lowest in Hungary compared to OECD and partner countries with available data. (8 USD Equivalent, rank 25/30 , 2016) 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. (12.1 Ratio, rank 25/30 , 2016) Download Indicator
The number of students per teacher in primary schools is one of the lowest among OECD countries and partner countries with available data. (10.8 Ratio, rank 38/41 , 2016) Download Indicator
The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Hungary. (8.8 Ratio, rank 15/15 , 2016) Download Indicator
Who the teachers are
The share of women among teaching staff in pre-primary education is one of the largest among OECD and partner countries with available data. (99.5 %, rank 3/40 , 2017) 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. (76.7 %, rank 9/39 , 2017) Download Indicator
The share of women among teaching staff in tertiary education is one of the smallest among OECD and partner countries with available data. (40.2 %, rank 28/36 , 2017) Download Indicator
The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (75.3 %, rank 9/32 , 2017) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially low. (5.2 %, rank 30/34 , 2017) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially high. (40.8 %, rank 9/34 , 2017) Download Indicator
Teachers' salaries
After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (21090 USD Equivalent, rank 31/33 , 2018) Download Indicator
After 15 years of experience, an upper secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (23433 USD Equivalent, rank 30/33 , 2018) Download Indicator
After 15 years of experience, a pre-primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (21090 USD Equivalent, rank 23/27 , 2018) Download Indicator
After 15 years of experience, a primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (21090 USD Equivalent, rank 30/33 , 2018) Download Indicator
The ratio of pre-primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.64 Ratio, rank 20/24 , 2017) Download Indicator
The ratio of 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. (0.68 Ratio, rank 23/27 , 2017) Download Indicator
The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.68 Ratio, rank 23/27 , 2017) Download Indicator
The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.74 Ratio, rank 23/27 , 2017) Download Indicator
After 15 years of experience, an upper secondary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (36 USD Equivalent, rank 28/31 , 2018) Download Indicator
After 15 years of experience, a primary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (33 USD Equivalent, rank 27/30 , 2018) Download Indicator
After 15 years of experience, a lower secondary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (36 USD Equivalent, rank 26/30 , 2018) 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. (25393 USD Equivalent, rank 22/28 , 2017) Download Indicator
After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (21090 USD Equivalent, rank 32/33 , 2018) Download Indicator
After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (23433 USD Equivalent, rank 31/33 , 2018) Download Indicator
After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (21090 USD Equivalent, rank 25/27 , 2018) Download Indicator
After 15 years of experience, a primary teacher with typical qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (21090 USD Equivalent, rank 32/33 , 2018) Download Indicator
After 15 years of experience, a pre-primary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (16 USD Equivalent, rank 20/22 , 2018) Download Indicator
The ratio of lower secondary female teachers' salaries to earnings of full-time, full-year women workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.82 Ratio, rank 20/23 , 2017) Download Indicator
The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.54 Ratio, rank 23/23 , 2017) Download Indicator
The average actual salary of 25-64 year-old lower secondary teachers is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (25460 USD Equivalent, rank 21/24 , 2017) Download Indicator
The average actual salary 25-64 year-old lower secondary teachers is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (25012 USD Equivalent, rank 21/24 , 2017) Download Indicator
The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Hungary. (0.6 Ratio, rank 21/22 , 2017) Download Indicator
The salaries of 35-44 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Hungary. (0.56 Ratio, rank 21/22 , 2017) Download Indicator
The salaries of 45-54 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Hungary. (0.67 Ratio, rank 19/22 , 2017) 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 most rewarding among OECD and partner countries with available data. (1.9 Ratio, rank 10/34 , 2018) Download Indicator
Starting salaries for teachers with minimum training in primary education are especially low. (14545 USD Equivalent, rank 34/37 , 2018) Download Indicator
Salaries of primary school teachers with minimum training after 10 years of experience are especially low. (19635 USD Equivalent, rank 31/34 , 2018) Download Indicator
Salaries of primary school teachers with minimum training at the top of scale are especially low. (27635 USD Equivalent, rank 30/34 , 2018) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially low. (16161 USD Equivalent, rank 32/37 , 2018) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially low. (19635 USD Equivalent, rank 31/34 , 2018) Download Indicator
Salaries of lower secondary teachers with minimum training at the top of scale are especially low. (27635 USD Equivalent, rank 30/34 , 2018) Download Indicator
Starting salaries for upper secondary teachers with minimum training are especially low. (16161 USD Equivalent, rank 32/37 , 2018) Download Indicator
Salaries of upper secondary teachers with minimum training after 10 years of experience are especially low. (21817 USD Equivalent, rank 30/34 , 2018) Download Indicator
Salaries of upper secondary teachers with minimum training at the top of scale are especially low. (30705 USD Equivalent, rank 29/34 , 2018) Download Indicator
Starting salaries for pre-primary teachers with minimum training are especially low. (14545 USD Equivalent, rank 25/30 , 2018) Download Indicator
Salaries of pre-primary teachers with minimum training after 10 years of experience are especially low. (19635 USD Equivalent, rank 24/28 , 2018) Download Indicator
Salaries of pre-primary teachers with minimum training at the top of scale are especially low. (27635 USD Equivalent, rank 23/28 , 2018) Download Indicator
It takes lower secondary teachers longer to progress through the salary scale in Hungary compared to other OECD and partner countries. (42 Years, rank 1/25 , 2018) 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 high. (2.65 Ratio, rank 7/34 , 2017) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (75.7 %, rank 10/38 , 2018) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with a short-cycle tertiary education degree is one the lowest of all OECD countries and partner economies for which data are available. (1.3 %, rank 30/31 , 2018) Download Indicator
The unemployment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.5 %, rank 42/44 , 2018) Download Indicator
The unemployment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.3 %, rank 37/39 , 2018) Download Indicator
The unemployment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is low compared to other OECD and partner countries. (3.2 %, rank 34/38 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is high in Hungary. (14.8 %, rank 7/43 , 2018) Download Indicator
Earnings and educational attainment
The proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high. (179 Index, rank 7/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the highest among countries with available data. (87.4 %, rank 2/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education and income from employment) are one of the highest among countries with available data. (87.3 %, rank 2/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with tertiary education and income from employment) are one of the lowest among countries with available data. (67.5 %, rank 35/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the highest among countries with available data. (84.8 %, rank 9/37 , 2016) Download Indicator
The gap in average earnings between 25-64 year-old women with a short-cycle tertiary education 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. (108 Index, rank 23/27 , 2016) Download Indicator
Neither in education nor employed
The percentage of 20-24 years-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (9.1 %, rank 36/40 , 2018) Download Indicator
Migrant background
The percentage of foreign-born aged between 15 and 29 who are neither employed nor in education and training is one of the lowest among OECD and partner countries with available data. (12.3 %, rank 25/29 , 2015) Download Indicator
The percentage of foreign-born aged between 15 and 29 and who are in education is one of the lowest among OECD and partner countries with available data. (42.6 %, rank 26/30 , 2015) Download Indicator
The percentage of native-born 15-29 year-olds neither employed nor in education and training is one of the highest among OECD and partner countries with available data. (14 %, rank 8/30 , 2015) Download Indicator
Social outcomes
Among 25-64 years-old adults with below upper secondary education, a low proportion participated in any cultural or sporting activities in the 12 months prior to the survey. (20.8 %, rank 28/28 , 2015) Download Indicator
Among 25-64 years-old adults with upper secondary or post-secondary non-tertiary education, a low proportion participated in any cultural or sporting activities in the 12 months prior to the survey. (53.1 %, rank 27/29 , 2015) Download Indicator
Among 25-64 years-old adults with tertiary education, a low proportion participated in any cultural or sporting activities in the 12 months prior to the survey. (86.4 %, rank 24/29 , 2015) Download Indicator
In Hungary, a small share of adults (25-64 years-old) with below upper secondary education participated in formal voluntary activities in the 12 months prior to the survey. (2.5 %, rank 28/28 , 2015) Download Indicator
In Hungary, a small share of adults (25-64 years-old) with upper secondary or post-secondary non-tertiary education participated in formal voluntary activities in the 12 months prior to the survey. (5.4 %, rank 29/29 , 2015) Download Indicator
In Hungary, a small share of adults (25-64 years-old) with tertiary education participated in formal voluntary activities in the 12 months prior to the survey. (12.9 %, rank 28/29 , 2015) Download Indicator
Among 25-64 years-old adults with below upper secondary education, a high proportion have someone to ask for moral, material or financial help. (95.1 %, rank 5/29 , 2015) Download Indicator
Compared to other countries with available data, the percentage of adults (25-64 years old) with below upper secondary education who actively participate in social media on a daily basis is low in Hungary. (9 %, rank 26/29 , 2015) Download Indicator
Compared to other countries with available data, the percentage of adults (25-64 years old) with tertiary education who actively participate in social media on a daily basis is low in Hungary. (33.8 %, rank 20/29 , 2015) Download Indicator
General findings
- In 2018, 44% of 25-34 year-olds held a tertiary degree, compared to 35% in 2008, on average across OECD countries.
- Tertiary-educated adults also reap higher earnings, although this varies by field of study. Their advantage increases with age too: 25-34 year-olds with tertiary education earn 38% more than their peers with upper secondary education while 45-54 year-olds earn 70% more.
- While engineering, manufacturing and construction, and information and communication technologies are two fields most commonly associated with the best labour market outcomes, only 14% of graduates earned a degree in the former and 4% earned a degree in the latter in 2017.
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- Although graduation from upper secondary education increased by 6 percentage points between 2005 and 2017, 15% of 25-34 year-olds did not attain upper secondary education in 2018, on average across OECD countries.
- In some countries, vocational programmes are prominent at the upper secondary level. On average across OECD countries, 40% of first-time upper secondary graduates earned a vocational qualification in 2017; in Austria, the Czech Republic, the Slovak Republic and Slovenia, more than 66% of this population did.
- At the lower secondary level, the average class shrank by 6% while teachers' statutory salaries increased by 8% between 2005 and 2017, on average across OECD countries.
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- In 2017, more than one in three children under the age of three were enrolled in early childhood education and care services, on average across OECD countries - an increase of 7 percentage points compared to 2010.
- Between the age of 3 to 5, on average across OECD countries, 87% of children are enrolled in pre-primary and primary education.
- Annual expenditure per child in early childhood development programmes was greater than in pre-primary education in 2016 on average across OECD countries. However, as a share of GDP, expenditure on early childhood development is lower.
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- In 2016, expenditure per tertiary student amounted to USD 15 556, approximately one-third of which was devoted to research and development.
- Private sources financed more than 30% of the expenditure, on average, at the tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
- OECD countries spent an average of 3.5% of GDP on primary, secondary and post-secondary non-tertiary institutions in 2016, and public expenditure at this level increased by 18% since 2005.
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- About 10% of primary and secondary teachers are under the age of 30, on average across OECD countries.
- While the teaching profession is dominated by women, the share of female teachers decreases with the level of education taught: almost all teachers at the pre-primary level are women, however they make up less than half of the teaching force at tertiary level.
- Salaries tend to increase with the level of education taught, but teachers' earnings remain between 78% and 93% of the earnings of other tertiary-educated adults.
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All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS 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.