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 lowest among OECD and partner countries with available data. (6.4 %, rank 32/34 , 2019) Download Indicator
The proportion of 25-64 year-old men who have attained a vocational degree at the upper secondary or post-secondary level is one of the lowest among OECD and partner countries with available data. (7.7 %, rank 32/34 , 2019) Download Indicator
The proportion of 25-64 year-old women who have attained a vocational 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 32/34 , 2019) Download Indicator
In Israel, the percentage of 25-64 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the highest among countries with available data. (23.7 %, rank 9/46 , 2019) Download Indicator
The proportion of 25-64 year-olds who attained a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (1.3 %, rank 10/36 , 2019) 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 lowest among OECD and partner countries with available data. (3 %, rank 32/34 , 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 lowest among OECD and partner countries with available data. (10 %, rank 27/34 , 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 highest among OECD and partner countries with available data. (41.4 %, rank 4/38 , 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 highest among OECD and partner countries with available data. (23.9 %, rank 9/37 , 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. (15 %, rank 5/39 , 2019) Download Indicator
The average age of upper secondary graduates from vocational programmes in Israel is one of the lowest among OECD and partner countries with available data (17.2 Years, rank 35/36 , 2018) Download Indicator
The average age of upper secondary graduates from general programmes in Israel is one of the lowest among OECD and partner countries with available data (17.2 Years, rank 33/38 , 2018) Download Indicator
In Israel, the percentage of first-time bachelor's graduates younger than 30 is relatively low. (75.8 %, rank 29/30 , 2018) Download Indicator
In Israel, the percentage of first-time master's graduates younger than 35 is relatively low. (57 %, rank 29/29 , 2018) Download Indicator
In Israel, the percentage of first-time doctorate graduates younger than 35 is relatively low. (36.4 %, rank 30/30 , 2018) Download Indicator
Attainment by gender
The share of 25-64 year-old women who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (27 %, rank 7/46 , 2019) Download Indicator
Israel has one of the smallest share of women among 55-64 year-olds with a vocational upper secondary or post-secondary non-tertiary education. (40.5 %, rank 27/34 , 2019) Download Indicator
Participation in education
The enrolment rate among 15-19 year-olds in Israel is one of the lowest among OECD and partner countries with available data. (66.2 %, rank 38/40 , 2018) Download Indicator
The percentage of three-year-olds in early childhood education in Israel is one of the highest among OECD and partner countries with available data. (100 %, rank 1/41 , 2018) Download Indicator
The percentage of four-year-olds in early childhood and primary education in Israel is one of the highest among OECD and partner countries with available data. (98.7 %, rank 5/41 , 2018) Download Indicator
In Israel, the percentage of young people expected to enter in a bachelor's or equivalent programme before the age of 25 is relatively low. (35.4 %, rank 32/36 , 2018) Download Indicator
In Israel, the percentage of young people expected to enter into tertiary education before the age of 25 is relatively low. (45.1 %, rank 25/31 , 2018) Download Indicator
The percentage of young people (excluding international students) expected to be new entrants to bachelor's or equivalent programmes education before the age of 25 is relatively low. (35.4 %, rank 32/36 , 2018) Download Indicator
The share of upper secondary 20-24-year-old students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (7 %, rank 36/38 , 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. (6.3 %, rank 23/26 , 2018) Download Indicator
Graduation expectancy
In Israel, the percentage of today's young people expected to graduate from a doctoral or equivalent programme before the age of 35 ranks as one of the lowest among OECD and partner countries with available data. (0.5 %, rank 27/31 , 2018) Download Indicator
The percentage of today's young people expected to obtain a master's or an equivalent degree before the age of 35 is one of the lowest among OECD countries and partner economies with available data. (11.1 %, rank 23/30 , 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. (50.7 %, rank 9/39 , 2018) Download Indicator
Graduation by field of education
The share of doctoral graduates in the field of business, administration and law in Israel is relatively small. (4.3 %, rank 38/45 , 2018) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Israel is relatively large. (39.8 %, rank 3/45 , 2018) Download Indicator
The share of doctoral graduates in the field of health and welfare in Israel is relatively small. (4.6 %, rank 41/45 , 2018) Download Indicator
Adult learning
In Israel, the proportion of adults employed in the private sector and participating in non-formal education and training is low compared to other OECD and partner countries. (43.9 %, rank 28/36 , 2016) Download Indicator
In Israel, the number of annual hours of participation of adults with upper secondary or post-secondary education in non-formal education and training is comparatively high (125.5 %, rank 6/36 , 2016) Download Indicator
Fields of education
In Israel, the percentage of new entrants to tertiary education in the field of business, administration and law is relatively low. (15 %, rank 35/36 , 2018) Download Indicator
In Israel, the percentage of new entrants to tertiary education in the field of health and welfare is relatively low. (7.2 %, rank 32/36 , 2018) Download Indicator
The percentage of students enrolled in the field of arts and humanities among all national tertiary students in Israel is relatively low. (7.8 %, 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 Israel is relatively low. (14.2 %, rank 33/35 , 2018) Download Indicator
The percentage of students enrolled in the field of health and welfare among all national tertiary students in Israel is relatively low. (8 %, rank 32/35 , 2018) Download Indicator
The percentage of students enrolled in the field of services among all national tertiary students in Israel is relatively low. (0 %, rank 34/35 , 2018) Download Indicator
In Israel,the share of male among new entrants in doctoral programmes enrolled in the field of education is relatively small. (15.3 %, rank 31/34 , 2018) Download Indicator
In Israel, the share of male among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (27.5 %, rank 33/34 , 2018) Download Indicator
In Israel, the share of new entrants in short-cycle tertiary programmes in the field of business, administration and law is relatively small. (15 %, rank 35/36 , 2018) Download Indicator
In Israel, the share of new entrants in short-cycle tertiary programmes in field of health and welfare is relatively small. (7.2 %, rank 32/36 , 2018) Download Indicator
Student mobility
The share of international students entering doctoral or equivalent programmes in Israel is relatively small. (8.4 %, rank 32/35 , 2018) 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 Israel is relatively high. (15.6 %, rank 8/34 , 2018) Download Indicator
The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Israel is relatively high. (19.7 %, rank 1/34 , 2018) Download Indicator
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all international or foreign tertiary students in Israel is relatively high. (9.7 %, rank 10/34 , 2018) Download Indicator
The percentage of students enrolled in the field of engineering, manunfacturing and construction among all international or foreign tertiary students in Israel is relatively low. (9.4 %, rank 30/34 , 2018) Download Indicator
The percentage of students enrolled in the field of services among all international or foreign tertiary students in Israel is relatively low. (0 %, rank 33/34 , 2018) Download Indicator
In Israel, the percentage of international doctoral graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (0 %, rank 29/32 , 2018) Download Indicator
In Israel, 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. (0 %, rank 29/33 , 2018) Download Indicator
Resources for education
In Israel, the share of current expediture on primary education is one of the smallest among OECD and partner countries with available data. (88.5 %, rank 27/32 , 2017) Download Indicator
In Israel, the share of capital expediture on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (9.6 %, rank 9/32 , 2017) Download Indicator
In Israel, the share of current expediture on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (90.4 %, rank 24/32 , 2017) Download Indicator
In Israel, the share of capital expediture on primary through tertiary is one of the largest among OECD and partner countries with available data. (9 %, rank 9/29 , 2017) Download Indicator
In Israel, the share of current expediture on primary through tertiary education is one of the smallest among OECD and partner countries with available data. (91 %, rank 21/29 , 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 highest among OECD and partner countries with available data. (3.5 %, rank 4/31 , 2017) Download Indicator
Compared to 2015, total governement expenditure is relatively high. (111 Index, rank 6/46 , 2017) Download Indicator
In Israel, the share of capital expediture on post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (0 %, rank 16/17 , 2017) Download Indicator
Expenditure per student
Annual expenditure per pupil at the pre-primary level is one of the lowest among OECD and partner countries with available data. (5049 USD Equivalent, rank 27/28 , 2017) Download Indicator
Annual expenditure per student in post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (1205 USD Equivalent, rank 19/19 , 2017) Download Indicator
Expenditure per student for ancillary services on tertiary education in Israel is comparatively low. (44 USD Equivalent, rank 23/25 , 2017) Download Indicator
Expenditure per student for ancillary educational services on primary to tertiary education in Israel is comparatively low. (367 USD Equivalent, rank 20/25 , 2017) Download Indicator
The average annual growth in the number of full-time equivalent students from primary to tertiary education between 2012 and 2017 is one of the highest among OECD and partner countries with available data. (2.3 %, rank 3/37 , 2017) Download Indicator
In Israel, the total annual expenditure per full-time equivalent student in tertiary education is one of the smallest among OECD and partner countries with available data. (1135 USD Equivalent, rank 19/19 , 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. (-2.9 %, rank 26/31 , 2017) Download Indicator
The average annual growth of the number of full-time equivalent students in tertiary education between 2012 and 2017 is one of the highest among OECD and partner countries with available data. (4.1 %, rank 4/38 , 2017) Download Indicator
Expenditure in education and national wealth
In Israel, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (6.2 %, rank 5/36 , 2017) Download Indicator
In Israel, 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 Israel, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (1.2 %, rank 9/36 , 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. (1.3 %, rank 5/29 , 2017) Download Indicator
Public and private expenditure in education
The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (45.7 %, rank 9/37 , 2017) Download Indicator
In Israel, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively high. (13.1 %, rank 8/42 , 2017) Download Indicator
In Israel, international expenditure on educational institutions as a percentage of total expenditure on tertiary education is relatively low. (0 %, rank 26/31 , 2017) Download Indicator
In Israel, international expenditure on educational institutions as a percentage of total expenditure on primary to tertiary education is relatively low. (0 %, rank 25/30 , 2017) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (54.3 %, rank 29/37 , 2017) Download Indicator
Total public expenditure on education as a percentage of total government expenditure, for primary, secondary and post-secondary non-tertiary education is relatively high in Israel compared to OECD and partner countries with available data. (10.8 %, rank 4/42 , 2017) Download Indicator
In Israel, public expenditure on early childhood and care educational institutions from final source of funds is relatively low. (73 %, rank 25/29 , 2017) Download Indicator
In Israel, the share of private expenditure on primary, secondary and post-secondary non-tertiary education from final source of funds is one of the largest among OECD and partner countries with available data. (27 %, rank 5/29 , 2017) Download Indicator
In Israel, the share of international expenditure on primary through tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (0 %, rank 24/28 , 2017) Download Indicator
In Israel, the share of international expenditure on tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (0 %, rank 25/29 , 2017) Download Indicator
Teachers
The number of days of instruction in a school year in lower secondary school is especially low. (174 Days, rank 28/34 , 2019) Download Indicator
The number of days of instruction in a school year in upper secondary school is especially low. (172 Days, rank 30/34 , 2019) Download Indicator
Who the teachers are
The percentage of primary to upper secondary teachers older than 50 is especially low. (26 %, rank 28/36 , 2018) 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. (34450 USD Equivalent, rank 25/32 , 2019) Download Indicator
The ratio of pre-primary 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. (0.83 Ratio, rank 5/21 , 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. (0.91 Ratio, rank 6/25 , 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 Israel. (0.97 Ratio, rank 2/21 , 2019) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in Israel. (56282 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 most rewarding among OECD and partner countries with available data. (2.04 Ratio, rank 6/33 , 2019) Download Indicator
Starting salaries for teachers with minimum training in primary education are especially low. (21786 USD Equivalent, rank 28/37 , 2019) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially low. (21900 USD Equivalent, rank 29/36 , 2019) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially low. (30752 USD Equivalent, rank 24/33 , 2019) Download Indicator
It takes lower secondary teachers longer to progress through the salary scale in Israel compared to other OECD and partner countries. (36 Years, rank 5/26 , 2019) Download Indicator
Principals' salaries
Lower-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Israel. (1.49 Ratio, rank 5/21 , 2019) Download Indicator
Ratio of student to teaching staff
The number of pupils per teacher in pre-primary schools is one of the highest among OECD and partner countries with available data. (21.4 Ratio, rank 5/36 , 2018) Download Indicator
The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (10.4 Ratio, rank 32/41 , 2018) Download Indicator
Organisation of the education system
In Israel, the intended instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (958 Hours, rank 7/29 , 2019) Download Indicator
In Israel, compulsory instruction time for lower secondary students, in hours per year, is one of the longest among OECD and partner countries with available data. (984 Hours, rank 10/35 , 2019) Download Indicator
Classes in lower secondary public institutions are comparatively large in Israel. (29 Students, rank 4/34 , 2018) Download Indicator
Classes in lower secondary private institutions are comparatively large in Israel. (24 Students, rank 6/32 , 2018) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is high compared to other OECD and partner countries. (91 %, rank 10/41 , 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. (69.8 %, rank 29/38 , 2019) Download Indicator
The employment rate among 35-44 year-olds without upper secondary education is comparatively low. (56.6 %, rank 37/42 , 2019) Download Indicator
The employment rate among 45-54 year-olds without upper secondary education is comparatively low. (52.3 %, rank 40/42 , 2019) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.6 %, rank 16/21 , 2019) Download Indicator
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 smallest in Israel, compared to other OECD countries. (13.2 %, rank 28/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with upper secondary or post-secondary non-tertiary education, the share of those who have been unemployed for less than 3 months is one of the smallest in Israel, compared to other OECD countries. (12.7 %, rank 30/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for less than 3 months is one of the smallest in Israel, compared to other OECD countries. (9.9 %, rank 31/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for at least 12 months is one of the largest in Israel, compared to OECD countries. (48 %, rank 4/38 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with below upper secondary education is high in Israel. (39.8 %, rank 5/41 , 2019) Download Indicator
The unemployment rate among 25-34 year-olds with a general upper secondary or post-secondary non-tertiary education is one of the lowest of all OECD countries and partner economies for which data are available. (5 %, rank 29/36 , 2019) Download Indicator
In Israel, the inactivity rate of 25-34 year-olds with general upper secondary or post-secondary non-tertiary education is relatively Israel. (26.5 %, rank 6/37 , 2019) Download Indicator
The employment rate among 25-34 year-old women with vocational upper secondary or a post-secondary non-tertiary education is comparatively high. (9 %, rank 8/29 , 2019) Download Indicator
Earnings and educational attainment
The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (39.6 %, rank 7/28 , 2017) Download Indicator
The earnings of adults without an upper secondary education are relatively low compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (75 Index, rank 31/37 , 2017) 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 lowest among countries with available data. (66.9 %, rank 34/37 , 2017) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the lowest among countries with available data. (66.6 %, rank 35/37 , 2017) 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. (68.7 %, rank 33/37 , 2017) Download Indicator
Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the lowest among countries with available data. (72.4 %, rank 36/37 , 2017) Download Indicator
Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is low. (106 Index, rank 25/29 , 2017) 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. (107 Index, rank 25/27 , 2017) Download Indicator
In Israel, the proportional difference in earnings between 25-64 year-old men with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is low. (107 Index, rank 24/28 , 2017) 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. (108 Index, rank 24/28 , 2017) Download Indicator
Neither in education nor employed
(9.3 %, rank 10/38 , 2018) Download Indicator
(7.1 %, rank 10/37 , 2018) Download Indicator
Social outcomes
In Israel, the proportion of adults who reported being interested in politics is high compared to other OECD and partner countries. (69.5 %, rank 7/28 , 2018) Download Indicator
In Israel, the proportion of adults with an upper secondary or post-secondary non-tertiary education who reported being interested in politics is high compared to other OECD and partner countries. (68.8 %, rank 5/28 , 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/
*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.