Country
Data profiles:
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (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 2022) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Profile View
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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. (66.6 %, rank 38/41 , 2020) 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 1/37 , 2020) Download Indicator
The percentage of students in public tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (18.2 %, rank 40/42 , 2020) Download Indicator
The percentage of students in government-dependent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (70.1 %, rank 2/22 , 2020) Download Indicator
The enrolment rate of 20-24 year-olds in Israel is one of the lowest among OECD and partner countries with available data. (21.5 %, rank 40/41 , 2020) Download Indicator
The percentage of 3-5 year-old children in early childhood and primary education in Israel is one of the highest among OECD and partner countries with available data. (99.7 %, rank 4/37 , 2020) Download Indicator
In Israel, the enrolment rate of children under 3 is one of the highest among OECD and partner countries with available data. (56.9 %, rank 3/37 , 2020) 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. (9.8 %, rank 38/40 , 2020) Download Indicator
The share of students enrolled in school- and work-based programmes among all upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (5.4 %, rank 21/22 , 2020) Download Indicator
In Israel, the average age of new entrants in master's programmes is one of the highest among OECD and partner countries with available data. (32.6 Years, rank 2/37 , 2020) Download Indicator
The enrolment rate of students aged 18 in general upper secondary programmes in Israel is one of the lowest among OECD and partner countries with available data. (10.1 %, rank 39/42 , 2020) Download Indicator
The enrolment rate of students aged 19 in general upper secondary programmes in Israel is one of the lowest among OECD and partner countries with available data. (1.4 %, rank 38/42 , 2020) Download Indicator
The enrolment rate of students aged 19 in vocational upper secondary programmes in Israel is one of the lowest among OECD and partner countries with available data. (0.3 %, rank 35/38 , 2020) Download Indicator
The enrolment rate of students aged 20 in vocational upper secondary programmes in Israel is one of the lowest among OECD and partner countries with available data. (0.1 %, rank 36/37 , 2020) Download Indicator
The proportion of women among the new entrants in master's programmes in Israel is relatively high compared to other OECD and partner countries. (63.5 %, rank 3/39 , 2020) Download Indicator
In Israel, the percentage of students enrolled in private institutions at early childhood educational and development level is comparatively high. (100 %, rank 1/23 , 2020) Download Indicator
Graduation
In Israel, the percentage of bachelor's or equivalent graduates in public institutions is one of the lowest among OECD and partner countries with available data. (18.8 %, rank 32/34 , 2020) Download Indicator
In Israel, the percentage of master's or equivalent graduates in public institutions is one of the smallest among OECD and partner countries with available data. (13.9 %, rank 33/34 , 2020) Download Indicator
The share of doctorate graduates in public institutions is relatively low in Israel. (0 %, rank 36/36 , 2020) Download Indicator
Graduation by gender
In Israel, the share of female doctoral graduates in the field of business, administration and law is relatively high. (59.6 %, rank 5/41 , 2020) Download Indicator
In Israel, the proportion of male tertiary graduates in the field of social sciences, journalism and information is relatively large. (13.2 %, rank 5/41 , 2020) Download Indicator
In Israel, the proportion of female graduates from upper secondary vocational programmes in the field health and welfare is one of the smallest among OECD and partner countries. (72.7 %, rank 32/33 , 2020) Download Indicator
Graduation by age
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 , 2020) 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 34/38 , 2020) Download Indicator
In Israel, the percentage of first-time master's graduates younger than 35 is relatively low. (58.8 %, rank 29/31 , 2020) Download Indicator
In Israel, the percentage of first-time doctorate graduates younger than 35 is relatively low. (38.3 %, rank 31/32 , 2020) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of services is one of the lowest among OECD and partner countries with available data. (0 %, rank 39/40 , 2020) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Israel is relatively large. (33.4 %, rank 4/42 , 2020) Download Indicator
In Israel, the proportion of upper secondary vocational graduates in the field of services is one of the lowest among OECD and partner countries with available data. (4.9 %, rank 31/33 , 2020) Download Indicator
In Israel, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0.4 %, rank 38/40 , 2020) 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. (16.2 %, rank 34/36 , 2020) Download Indicator
In Israel, the percentage of new entrants to tertiary education in the field of health and welfare is relatively low. (7.7 %, rank 34/36 , 2020) Download Indicator
The share of female who enter tertiary education in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (45.5 %, rank 34/36 , 2020) 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. (13.7 %, rank 32/34 , 2020) Download Indicator
The percentage of students enrolled in the field of health and welfare among all national tertiary students in Israel is relatively low. (8.5 %, rank 33/35 , 2020) Download Indicator
The percentage of students enrolled in the field of services among all national tertiary students in Israel is relatively low. (0 %, rank 35/35 , 2020) Download Indicator
In Israel,the share of male among new entrants in doctoral programmes enrolled in the field of education is relatively small. (22.8 %, rank 30/34 , 2020) 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. (25.5 %, rank 32/34 , 2020) Download Indicator
In Israel, the share of new entrants to tertiary education in the field of services is comparatively small. (0 %, rank 36/36 , 2020) Download Indicator
The proportion of new entrants to tertiary education in the field of agriculture, forestry, fisheries and veterinary is one of the smallest among OECD and partner countries with available data. (0.4 %, rank 36/36 , 2020) Download Indicator
In Israel, the share of women among new entrants in bachelor's programmes in the field of engineering, manufacturing and construction is one of the largest among OECD and partner countries with available data. (34.6 %, rank 3/36 , 2020) Download Indicator
In Israel, the share of women among new entrants in bachelor's programmes in the field of information and communication technologies is one of the largest among OECD and partner countries with available data. (30.4 %, rank 1/35 , 2020) Download Indicator
In Israel, the share of women among new entrants in bachelor's programmes in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (43.6 %, rank 33/36 , 2020) Download Indicator
The share of female students entering doctoral or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Israel is one of the largest compared to other OECD countries and partner economies. (44.1 %, rank 3/35 , 2020) Download Indicator
In Israel, the share of men among new entrants in bachelor's programmes in the field of natural sciences, mathematics and statistics is one of the largest among OECD and partner countries with available data. (56.4 %, rank 4/36 , 2020) Download Indicator
The share of male students entering short cycle tertiaryprogrammes in natural sciences, mathematics and statistics in Israel is one of the smallest compared to other OECD countries and partner economies. (4.1 %, rank 22/22 , 2020) Download Indicator
In Israel, the share of men among new entrants in bachelor's programmes in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (65.4 %, rank 34/36 , 2020) Download Indicator
In Israel, the share of men among new entrants in bachelor's programmes in the field of information and communication technologies is one of the smallest among OECD and partner countries with available data. (69.6 %, rank 35/35 , 2020) Download Indicator
The share of male students entering doctoral or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Israel is one of the smallest compared to other OECD countries and partner economies. (55.9 %, rank 33/35 , 2020) Download Indicator
The share of male students entering short-cycle tertiary programmes in information and communication technologies in Israel is one of the smallest compared to other OECD countries and partner economies. (52.1 %, rank 26/26 , 2020) Download Indicator
In Israel, the percentage of new entrants to doctoral programmes in the field of engineering, manufacturing and construction is relatively low, compared to other countries with available data. (12.3 %, rank 31/34 , 2020) Download Indicator
In Israel, the percentage of new entrants to doctoral programmes in the field of natural sciences, mathematics and statistics is relatively high. (30.2 %, rank 2/34 , 2020) Download Indicator
Student mobility
Israel has a small share of international students graduate from tertiary programmes compared to other OECD countries and partner economies. (2.2 %, rank 25/29 , 2020) Download Indicator
The share of international students entering doctoral or equivalent programmes in Israel is relatively small. (9.4 %, rank 31/35 , 2020) Download Indicator
In Israel, international or foreign students from North America are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (18.4 %, rank 2/74 , 2020) Download Indicator
In Israel, international or foreign students from Oceania are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (0.7 %, rank 5/74 , 2020) Download Indicator
In Israel, the proportion of international graduates among first-time master's graduates is relatively low. (5.4 %, rank 26/30 , 2020) Download Indicator
In Israel, the proportion of international graduates among first-time doctorate graduates is relatively low. (7.3 %, rank 27/30 , 2020) Download Indicator
The proportion of international students among the new entrants in master's programmes in Israel is relatively low compared to other OECD and partner countries. (5 %, rank 32/35 , 2020) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Israel is relatively high. (16.2 %, rank 1/33 , 2020) Download Indicator
The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Israel is relatively low. (13.7 %, rank 29/33 , 2020) 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. (14.4 %, rank 4/33 , 2020) 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 31/33 , 2020) Download Indicator
In Israel, the share of international and foreign students among all students in the field of services is one of the smallest among OECD and partner countries with avaialble data. (0 %, rank 34/36 , 2020) Download Indicator
In Israel, 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. (13.1 %, rank 31/35 , 2020) Download Indicator
In Israel, the share of students enrolled in the field of science, technology, engineering and mathematics among tertiary students is relatively high compared to other OECD and partner countries. (31.6 %, rank 5/34 , 2020) Download Indicator
Expenditure per student
Annual expenditure per student in post-secondary non-tertiary education is one of the lowest among OECD and partner countries with available data. (721 USD Equivalent, rank 19/19 , 2019) Download Indicator
Expenditure per student for ancillary services on tertiary education in Israel is comparatively low. (63 USD Equivalent, rank 22/25 , 2019) Download Indicator
The public expenditure on public educational institutions per full-time equivalent student at tertiary level is comparatively low in Israel. (2998 USD Equivalent, rank 33/35 , 2019) 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 3/36 , 2019) Download Indicator
In Israel, public and private expenditure on primary, secondary and post-secondary non-tertiary educational institutions as a percentage of GDP is comparatively high. (4.8 %, rank 1/36 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student from primary to tertiary education is one of the largest in Israel among OECD and partner countries with available data. (2.2 %, rank 2/38 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on primary to tertiary education in Israel is one of the largest among OECD and partner countries with available data. (4 %, rank 3/32 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on tertiary education in Israel is one of the lowest among OECD and partner countries with available data. (-1.2 %, rank 27/31 , 2019) Download Indicator
Public and private expenditure in education
In Israel, international expenditure on educational institutions as a percentage of total expenditure on tertiary education is relatively low. (0 %, rank 27/31 , 2019) 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 26/30 , 2019) Download Indicator
The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively small in Israel. (0 %, rank 25/28 , 2019) Download Indicator
Compared to 2015, the share of total public expenditure from initial source of funds for primary to tertiary education is comparatively large in Israel. (121 Index, rank 3/37 , 2019) Download Indicator
The relative share of international expenditure on tertiary education from initial source of funds in Israel is one of the lowest among OECD and partner countries with available data. (0 %, rank 26/28 , 2019) Download Indicator
Nature of expenditure
In Israel, the share of capital expenditure on post-secondary non-tertiary education is comparatively low. (0 %, rank 16/17 , 2019) 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 5/38 , 2020) Download Indicator
The share of women among teaching staff in lower secondary education is one of the largest among OECD and partner countries with available data. (78.9 %, rank 5/40 , 2020) Download Indicator
The share of women among teaching staff in upper secondary education is one of the largest among OECD and partner countries with available data. (70.8 %, rank 5/42 , 2020) Download Indicator
The percentage of female teachers under 30 in lower secondary education is especially high in Israel. (87.1 %, rank 1/35 , 2019) Download Indicator
In Israel, the share of short-cycle tertiary female teachers younger than 30 is relatively high, compared to other countries with data available. (70 %, rank 4/22 , 2019) Download Indicator
Teachers' salaries
The ratio of pre-primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (0.85 Ratio, rank 5/19 , 2021) 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. (40 USD Equivalent, rank 25/29 , 2021) 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. (1.06 Ratio, rank 2/19 , 2021) Download Indicator
Teachers' salaries progression
It takes lower secondary teachers longer to progress through the salary scale in Israel compared to other OECD and partner countries. (36 Years, rank 5/28 , 2021) 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. (2.53 Ratio, rank 4/31 , 2021) Download Indicator
Ratio of student to teaching staff
The ratio of students to teaching staff at the lower secondary level in private institutions is especially low in Israel. (3.9 Ratio, rank 39/39 , 2020) Download Indicator
The ratio of students to teaching staff at the lower secondary level in government-dependent private institutions is especially low in Israel. (3.9 Ratio, rank 19/19 , 2019) Download Indicator
In Israel, the number of students per teacher in independent private bachelor's, master's, doctoral or equivalent programmes is one of the highest among countries with available data. (33.2 Ratio, rank 2/17 , 2019) Download Indicator
Class size
Classes in lower secondary public institutions are comparatively large in Israel. (29 Students, rank 4/33 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds without upper secondary education is comparatively low. (47.9 %, rank 39/42 , 2021) Download Indicator
In Israel, the inactivity rate of 25-64 year-olds with below upper secondary education is one of the highest among countries with available data. (49.2 %, rank 2/42 , 2021) Download Indicator
In Israel, the inactivity rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (17.4 %, rank 2/12 , 2021) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with upper secondary or post-secondary non-tertiary education is compartively low in Israel. (68.6 %, rank 40/42 , 2021) Download Indicator
Unemployment and educational attainment
The inactivity rate of 25-34 years-old adults with below upper secondary education is high in Israel. (44.7 %, rank 3/41 , 2021) Download Indicator
In Israel, the proportion of adults who have been unemployed for less than 3 months among all unemployed adults with below upper secondary education is relatively low. (8.5 %, rank 29/30 , 2021) Download Indicator
In Israel, the proportion of adults who have been unemployed for at least a year among all unemployed adults with tertiary education is relatively high. (61.2 %, rank 1/38 , 2021) Download Indicator
In Israel, the proportion of adults who have been unemployed for less than 3 months among all unemployed adults with tertiary education is relatively low. (7.6 %, rank 30/30 , 2021) Download Indicator
In Israel, the proportion of adults who have been unemployed for at least a year among all unemployed adults with upper secondary or post-secondary non-tertiary education is relatively high. (59.3 %, rank 2/37 , 2021) Download Indicator
In Israel, the proportion of adults who have been unemployed for less than 3 months among all unemployed adults with upper secondary or post-secondary non-tertiary education is relatively low. (9 %, rank 29/30 , 2021) Download Indicator
Earnings and educational attainment
Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with below upper secondary education are one of the lowest among countries with available data. (66.1 %, rank 35/37 , 2020) Download Indicator
In Israel, the share of worker earning more than twice the median among those with a master's or doctoral or equivalent education degree is comparatively high. (42.1 %, rank 5/28 , 2020) Download Indicator
In Israel, earnings of 25-64 year-old workers with a master's or equivalent education degree are comparatively high. (208.2 %, rank 5/32 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among full- and part-time 25-64 year-olds with tertiary education are one of the lowest among countries with available data. (60.2 %, rank 35/37 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with tertiary education are one of the lowest among countries with available data. (68.3 %, rank 34/37 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with upper secondary or post-secondary non-tertiary education are one of the lowest among countries with available data. (70.2 %, rank 33/37 , 2020) Download Indicator
Neither in education nor employed
The share of inactive youth neither in formal education nor training among 18-24 year-olds in Israel is one of the highest among countries with available data. (18.8 %, rank 4/37 , 2021) Download Indicator
The share of unemployed youth neither in formal education nor training among 18-24 year-olds in Israel is one of the lowest among countries with available data. (3.3 %, rank 34/37 , 2021) Download Indicator
The share of youth who have been unemployed for at least 3 months but less than a year and not in formal education or training among 18-24 year-olds in Israel is one of the lowest among countries with available data. (0.8 %, rank 24/26 , 2021) Download Indicator
The share of youth who have been unemployed for less than 3 months and not in formal education or training among 18-24 year-olds in Israel is one of the lowest among countries with available data. (0.3 %, rank 27/27 , 2021) Download Indicator
Entrance
The share of new entrants younger than 25 in bachelor's or equivalent programmes is one of the smallest among OECD and partner countries with available data. (70.5 %, rank 35/36 , 2020) Download Indicator
In Israel, the percentage of first-time entrants into tertiary education younger than 25 is relatively low. (72.8 %, rank 28/32 , 2020) Download Indicator
The average age of new entrants in tertiary education in Israel is comparatively old. (23.7 Years, rank 5/32 , 2020) Download Indicator
In Israel, the share of first-time entrants into master's or equivalent programmes before the age of 30 is relatively low. (47.7 %, rank 35/37 , 2020) Download Indicator
In Israel, the proportion of first-time entrants into doctorate's or equivalent programmes before the age of 30 is one of the smallest among OECD and partner countries with available data. (39.3 %, rank 33/36 , 2020) Download Indicator
General findings
- Tertiary attainment has increased strongly in most OECD countries among 25-34 year olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021.
- Higher educational attainment leads to better labour-market outcomes including higher wages and higher employment rates.
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
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- Tertiary attainment has increased strongly in most OECD countries among 25-34 year-olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021. In this age group, the share of individuals with tertiary attainment is 7 percentage points higher than the share of individuals with upper secondary or post-secondary non-tertiary attainment on average across OECD countries. If current trends continue, a tertiary education will be the most common attainment among working-age adults on average across OECD countries within a few years.
- Higher educational attainment leads to better labour-market outcomes. In 2021, on average, employment rates for tertiary-educated young adults (25-34 year-olds) are 8 percentage points higher than those who have attained upper secondary or post-secondary non-tertiary education and 26 percentage points higher than those who have attained below upper secondary education across OECD countries.
- Greater educational attainment yields better earnings and this holds true for higher levels of tertiary attainment in most countries. On average across the OECD, full-time full-year workers who attained short-cycle tertiary education earned 20% more than those with upper secondary attainment in 2020. This earnings advantage increases to 44% among those who attained a bachelor's or equivalent qualification and to 88% among those with a master's or doctoral or equivalent degree.
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- On average, the vast majority (88%) of children between the age of 3 and 5 are enrolled in early childhood education (ECE) across the OECD. In a few countries, it is also common for younger children between the age of 0 and 2 to participate in ECE and over 50% of children in this age group are enrolled. However, only 27% of under-threes are enrolled in ECE on average across the OECD.
- In almost all countries with available data, the majority of upper secondary graduates from general programmes are women. Men dominate graduation from vocational programmes in almost three-quarters of the countries.
- While the average age of first-time graduates from general upper secondary education does not differ much across countries, the difference widens in vocational education, ranging from 16 to 34 years.
- Around one-fifth of tertiary students are enrolled on a part-time basis, but large differences exist across OECD countries. Studying part-time is especially common in many Nordic countries, Australia, New Zealand and the United States, where more than 30% of students study part-time. However, in some countries like the Czech Republic, and Greece, less than 5% of students study part-time.
- Students are more likely to cross borders to pursue their studies as they reach more advanced levels of education. Internationally mobile students account for only 7% of bachelor's students, but 17% of master's students and 26% of doctoral students on average in OECD countries.
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- Total public spending on education (from primary to tertiary level) averages 10.6% of total government expenditure across OECD countries, from around 7% to 17%. The largest share of government funding is devoted to primary and secondary levels, explained by near-universal enrolment rates at those levels of education and the greater contribution of private sources at tertiary level.
- On average across OECD countries, expenditure on primary education amounts to 30% of the funding for educational institutions, while secondary education accounts for 39%.
- In 2019, OECD countries spent an average of USD 17 559 per student per year at the tertiary level. However, this average is driven up by high values in a few countries, reaching over USD 25 000 in Luxembourg, Norway, Sweden, the United Kingdom and the United States.
- On average across OECD countries, 63% of total expenditure on tertiary educational institutions goes to core services (e.g. teachers' salaries, school buildings, teaching materials and administration), 33% on research and development activities, and 4% on ancillary services (e.g. meals and transport).
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
- On average across OECD countries, public funds account for 83% of total spending on educational institutions. Private sources are more important at the tertiary level, where they make up 31% of all expenditure compared to just 10% at the non-tertiary levels (primary, secondary and post-secondary non-tertiary).
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- Teachers' actual salaries at pre-primary, primary and general secondary level are 4-14% lower than the earnings of tertiary-educated workers on average across OECD countries and other participants. School heads' actual salaries are substantially higher than those of teachers across primary and secondary education.
- Teachers in public schools in OECD and partner countries are required to teach on average 987 hours per year at pre-primary level, 784 hours at primary level, 711 hours at lower secondary level (general programmes) and 684 hours at upper secondary level (general and vocational programmes).
- Typically, the duration of initial teacher education programmes varies from 3 years to 6.5 years, for prospective lower secondary teachers of general subjects. A tertiary qualification is awarded upon completion of the programme in most countries, regardless of the level of education at which the teacher will teach.
- Continuing professional development is compulsory to some extent for teachers of general subjects at least at one level of education in most countries with data, except Denmark, Italy, the Netherlands and New Zealand. It can be either generally compulsory for all teachers as a regular part of their work, or for some teachers for specific purposes such as promotion or salary increases, or in some cases, both.
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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 averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.