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) |
| Financial literacy (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) |
| 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) |
| 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) |
| 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 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. (7.9 %, rank 30/33 , 2018) 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. (5.2 %, rank 32/33 , 2018) 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 9/36 , 2018) 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 , 2017) 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 , 2017) 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. (26.2 %, rank 10/46 , 2018) Download Indicator
Participation in education
The proportion of 25-64 years-old adults with below upper secondary education participating in formal education is high in Israel. (12.2 %, rank 2/24 , 2016) Download Indicator
The proportion of 25-64 years-old adults with tertiary education participating in formal education is high in Israel. (21.9 %, rank 2/36 , 2016) Download Indicator
Among adults (25-64 years-old) with below upper secondary education, a low proportion participate in non-formal education. (12.4 %, rank 30/33 , 2016) Download Indicator
The enrolment rate among 15-19 year-olds in Israel is one of the lowest among OECD and partner countries with available data. (66 %, rank 37/39 , 2017) 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 1/40 , 2017) Download Indicator
In Israel, the percentage of tertiary students enrolled in private institutions is one of the highest among OECD and partner countries with available data. (83.3 %, rank 5/44 , 2017) Download Indicator
In Israel, the share of part-time students in short-cycle programmes is relatively small. (0 %, rank 23/26 , 2017) Download Indicator
In Israel, the share of part-time students in master's programmes is relatively small. (4.5 %, rank 29/30 , 2017) Download Indicator
The share of part-time students in doctoral programmes in Israel is relatively small. (0 %, rank 23/29 , 2017) Download Indicator
Graduation by gender
In Israel, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively high. (52.5 %, rank 10/43 , 2017) 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 , 2017) 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 , 2017) Download Indicator
The share of doctoral graduates in the field of health and welfare in Israel is relatively small. (4.6 %, rank 41/45 , 2017) 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. (15.5 %, rank 34/35 , 2017) Download Indicator
In Israel, the percentage of new entrants to tertiary education in the field of health and welfare is relatively low. (7.5 %, rank 32/35 , 2017) Download Indicator
The percentage of national tertiary students enrolled in the field of business, administration and law in Israel is relatively low. (14.4 %, rank 34/36 , 2017) Download Indicator
The percentage of national tertiary students enrolled in the field of health and welfare in Israel is relatively low. (8.1 %, rank 32/37 , 2017) Download Indicator
The percentage of national tertiary students enrolled in the field of services in Israel is relatively low. (0 %, rank 37/37 , 2017) Download Indicator
In Israel,the share of male among new entrants to doctoral programmes enrolled in the field of education is relatively small. (20.8 %, rank 28/33 , 2017) Download Indicator
In Israel, the share of male among new entrants to doctoral programmes enrolled in the field of information and communication technologies is relatively small. (65.8 %, rank 31/32 , 2017) Download Indicator
In Israel, the share of male among new entrants to doctoral programmes enrolled in the field of health and welfare is relatively small. (18.1 %, rank 33/33 , 2017) Download Indicator
Student mobility
The share of international students entering doctoral or equivalent programmes in Israel is relatively small. (8.5 %, rank 31/35 , 2017) Download Indicator
In Israel, international students from North America are most represented among all international students, compared to other OECD and partner countries with available data. (21.7 %, rank 2/45 , 2017) Download Indicator
In Israel, international students from Oceania are most represented among all international students, compared to other OECD and partner countries with available data. (0.7 %, rank 6/45 , 2017) Download Indicator
Student mobility by field of education
The percentage of international tertiary students enrolled in the field of arts and humanities in Israel is relatively high. (19.1 %, rank 6/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of social sciences, journalism and information in Israel is relatively high. (18.4 %, rank 5/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of business, administration and law in Israel is relatively low. (16.1 %, rank 28/36 , 2017) Download Indicator
The percentage of international tertairy students enrolled in the field of natural sciences, mathematics and statistics in Israel is relatively high. (12 %, rank 7/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of engineering, manufacturing and construction in Israel is relatively low. (9 %, rank 32/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of services in Israel is relatively low. (0 %, rank 36/37 , 2017) Download Indicator
In Israel, the share of international and foreign students among all students in the field of social sciences, journalism and information is one of the smallest among OECD and partner countries with avaialble data. (3 %, rank 32/37 , 2017) Download Indicator
In Israel, the share of international and foreign students among all students in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with avaialble data. (1.3 %, rank 34/37 , 2017) 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 , 2017) 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 , 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. (5466 USD Equivalent, rank 29/31 , 2016) 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. (1186 USD Equivalent, rank 19/19 , 2016) Download Indicator
Annual expenditure per tertiary student is one of the lowest among OECD and partner countries with available data. (7050 USD Equivalent, rank 28/32 , 2016) Download Indicator
Expenditure per student for core educational services on tertiary education in Israel is comparatively low. (7008 USD Equivalent, rank 23/27 , 2016) Download Indicator
Expenditure per student for ancillary services on tertiary education in Israel is comparatively low. (41 USD Equivalent, rank 23/26 , 2016) Download Indicator
Expenditure per student for ancillary educational services on primary to tertiary education in Israel is comparatively low. (330 USD Equivalent, rank 21/25 , 2016) 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 %, rank 5/35 , 2016) 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. (4.8 %, rank 8/39 , 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. (8.8 %, rank 25/31 , 2016) Download Indicator
The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (44 %, rank 10/35 , 2016) Download Indicator
In Israel, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively high. (12.9 %, rank 7/38 , 2016) Download Indicator
In Israel, international expenditure on educational institutions as a percentage of total expenditure on tertiary education is relatively low. (0 %, rank 25/30 , 2016) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (56 %, rank 26/35 , 2016) Download Indicator
Expenditure on all children aged 3 to 5 enrolled in early childhood and primary education is one of the highest in Israel compared to OECD and partner countries with available data. (27 USD Equivalent, rank 6/30 , 2016) 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. (10.6 %, rank 3/39 , 2016) Download Indicator
Tuition fees
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. (3130 USD Equivalent, rank 4/9 , 2017) Download Indicator
Teachers
The number of days of instruction in a school year in lower secondary school is especially low. (174 Days, rank 28/33 , 2018) 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. (99.4 %, rank 6/40 , 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. (78.7 %, rank 7/39 , 2017) Download Indicator
The percentage of lower secondary teachers older than 50 is especially low. (27.9 %, rank 29/34 , 2017) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially low. (26.1 %, rank 27/34 , 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. (33757 USD Equivalent, rank 24/33 , 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 highest among OECD and partner countries with available data. (0.85 Ratio, rank 7/24 , 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 highest among OECD and partner countries with available data. (0.96 Ratio, rank 6/27 , 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. (34860 USD Equivalent, rank 24/33 , 2018) 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. (1.03 Ratio, rank 3/22 , 2017) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the lowest in Israel relatively compared to OECD and partner countries with available data. (29283 USD Equivalent, rank 15/23 , 2017) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in Israel. (53455 USD Equivalent, rank 9/23 , 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. (2.05 Ratio, rank 5/34 , 2018) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially low. (21389 USD Equivalent, rank 28/37 , 2018) 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 4/25 , 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. (2.74 Ratio, rank 5/34 , 2017) 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. (1.56 Ratio, rank 5/22 , 2017) Download Indicator
The average lower secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (69544 USD Equivalent, rank 10/23 , 2017) Download Indicator
Migrant background
The employment rate of native-born aged between 25-64 with upper secondary or post-secondary non-tertiary education is comparatively low. (47.3 %, rank 26/30 , 2015) Download Indicator
The percentage of foreign-born aged between 25 and 64 who attained upper secondary or post-secondary non tertiary education is one of the lowest among OECD and partner countries with available data. (31.1 %, rank 25/30 , 2015) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full- and part-time with tertiary education are high compared to those of native-born with the same characteristics. (92 Index, rank 10/21 , 2016) Download Indicator
The percentage of foreign-born aged between 15 and 29 in education is one of the lowest among OECD and partner countries with available data. (29.3 %, rank 26/30 , 2015) Download Indicator
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
Ratio of student to teaching staff
The ratio of students to teaching staff at the upper secondary level is especially low. (9.6 Ratio, rank 36/38 , 2016) Download Indicator
The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (10.3 Ratio, rank 30/38 , 2016) 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
Classes in lower secondary public institutions are comparatively large in Israel. (29 Students, rank 4/34 , 2016) Download Indicator
Classes in lower secondary private institutions are comparatively large in Israel. (24 Students, rank 6/32 , 2016) 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 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
Earnings and educational attainment
The proportion of male full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively high. (68.6 %, rank 9/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 35 to 44 without upper secondary education is comparatively low. (19.9 %, rank 23/29 , 2016) Download Indicator
The proportion of female full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (13.3 %, rank 25/29 , 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 lowest among countries with available data. (68.8 %, rank 36/37 , 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 lowest among countries with available data. (70.2 %, rank 33/37 , 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. (67.6 %, rank 34/37 , 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 lowest among countries with available data. (73 %, rank 36/37 , 2016) Download Indicator
Social outcomes
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. (50.2 %, rank 28/29 , 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. (60.9 %, rank 28/29 , 2015) Download Indicator
Among 25-64 years-old adults with below upper secondary education, a low proportion have someone to ask for moral, material or financial help. (88.3 %, rank 21/29 , 2015) Download Indicator
Among 25-64 years-old adults with upper secondary or post-secondary non-tertiary education, a low proportion have someone to ask for moral, material or financial help. (92.3 %, rank 25/29 , 2015) Download Indicator
Among 25-64 years-old adults with tertiary education, a low proportion have someone to ask for moral, material or financial help. (92.9 %, rank 28/29 , 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 high in Israel. (50.8 %, rank 1/29 , 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 high in Israel. (53.1 %, rank 1/29 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with tertiary education who have concentration difficulties at work because of family responsabilities is high in Israel. (42.9 %, rank 5/32 , 2015) Download Indicator
Weekly working hours among employed 25-64 year-olds with tertiary education are long in Israel compared to other OECD countries. (40.8 Hours/week, rank 8/28 , 2015) Download Indicator
Among employed 25-64 year-olds with below upper secondary education, a large share have high flexibility of working hours. (28.9 %, rank 7/28 , 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.