Country
Data profiles:
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| 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) |
| 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 2021) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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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Profile View
Select first some countries to compare, choose the charts you wish to display and customise them.
Attainment
The level of tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (52.7 %, rank 3/46 , 2020) Download Indicator
The level of tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (61.5 %, rank 4/45 , 2020) Download Indicator
The level of tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (44.5 %, rank 4/45 , 2020) Download Indicator
In Japan, 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. (31.3 %, rank 2/46 , 2020) Download Indicator
The level of short-cycle tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (19.6 %, rank 4/35 , 2020) 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. (18.2 %, rank 4/38 , 2020) Download Indicator
Attainment by gender
The proportion of 25-34 year-old men who have attained tertiary education is one of the highest among OECD and partner countries with available data. (58.7 %, rank 2/45 , 2020) Download Indicator
The proportion of 25-34 year-old women who have attained tertiary education is one of the highest among OECD and partner countries with available data. (64.4 %, rank 5/45 , 2020) Download Indicator
Participation in education
The enrolment rate of 6-14 year-olds in Japan is one of the highest among OECD and partner countries with available data. (100 %, rank 1/44 , 2019) Download Indicator
The proportion of upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (22.1 %, rank 38/44 , 2019) Download Indicator
The percentage of four-year-olds in early childhood and primary education in Japan is one of the highest among OECD and partner countries with available data. (99 %, rank 4/41 , 2019) Download Indicator
The percentage of students in public tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (21.1 %, rank 39/43 , 2019) Download Indicator
The percentage of students in independent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (78.9 %, rank 2/30 , 2019) Download Indicator
In Japan, the enrolment rate of children under 3 is one of the lowest among OECD and partner countries with available data. (2.4 %, rank 33/39 , 2019) Download Indicator
The share of students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in upper secondary vocational programmes is one of the largest among OECD and partner countries with available data. (98.5 %, rank 9/35 , 2019) Download Indicator
Graduation expectancy
Japan has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree before the age of 30. (43.8 %, rank 5/31 , 2019) Download Indicator
Graduation
The percentage of first-time graduates in vocational programmes at upper secondary level is one of the lowest among OECD and partner countries with available data. (22.2 %, rank 27/36 , 2019) Download Indicator
In Japan, the percentage of bachelor's or equivalent graduates in public institutions is one of the lowest among OECD and partner countries with available data. (21.6 %, rank 32/35 , 2019) Download Indicator
In Japan, the percentage of master's or equivalent graduates in public institutions is one of the smallest among OECD and partner countries with available data. (56.1 %, rank 27/35 , 2019) Download Indicator
The share of long first degree master's graduates in public institutions is relatively low in Japan. (32.6 %, rank 21/22 , 2019) Download Indicator
The share of doctorate graduates in public institutions is relatively low in Japan. (76.1 %, rank 28/35 , 2019) Download Indicator
The share of first-time short-cycle graduates is relatively high in Japan. (32.9 %, rank 7/26 , 2019) Download Indicator
The percentage of first-time bachelor's graduates is relatively low in Japan. (64.5 %, rank 22/30 , 2019) Download Indicator
The percentage of first-time master's graduates is relatively low in Japan. (2.6 %, rank 18/23 , 2019) Download Indicator
Graduation by gender
The share of female graduates from upper secondary general programmes is one of the smallest among OECD countries and partner economies with available data. (49 %, rank 34/42 , 2019) Download Indicator
Among OECD and partner countries with available data, Japan has one of the smallest shares of women graduates from tertiary programmes. (51.7 %, rank 34/36 , 2019) Download Indicator
In Japan, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively low. (22.5 %, rank 44/44 , 2019) Download Indicator
In Japan, the share of female doctoral graduates in the field of business, administration and law is relatively low. (27.5 %, rank 40/43 , 2019) Download Indicator
In Japan, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (17.2 %, rank 41/44 , 2019) Download Indicator
In Japan, the share of female tertiary graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (7 %, rank 37/43 , 2019) Download Indicator
In Japan, the share of female tertiary graduates in the field of sciences, technology, engineering and mathematics is one of the lowest among OECD and partner countries with available data. (7.4 %, rank 37/38 , 2019) Download Indicator
In Japan, the proportion of male tertiary graduates in the field of arts and humanities is relatively large. (9.5 %, rank 10/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of health and welfare is relatively high in Japan. (10.7 %, rank 8/43 , 2019) Download Indicator
Graduation by age
In Japan, the average age of first-time tertiary graduates is relatively low. (22 Years, rank 28/28 , 2019) Download Indicator
In Japan, the percentage of first-time bachelor's graduates younger than 30 is relatively high. (98.6 %, rank 1/31 , 2019) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in social sciences, business and law is one of the lowest among OECD and partner countries. (15.5 %, rank 41/43 , 2019) Download Indicator
The percentage of tertiary graduates in the field of arts and humanities is one of the highest among OECD and partner countries with available data. (15 %, rank 5/44 , 2019) Download Indicator
The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (18.5 %, rank 9/44 , 2019) Download Indicator
The share of doctoral graduates in the field of sciences, journalism and information in Japan is relatively small. (2.6 %, rank 44/44 , 2019) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Japan is relatively small. (4.2 %, rank 38/44 , 2019) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Japan is relatively small. (14 %, rank 40/44 , 2019) Download Indicator
The share of doctoral graduates in the field of engineering, manufacturing and construction in Japan is relatively large. (21.8 %, rank 9/44 , 2019) Download Indicator
In Japan, the proportion of upper secondary vocational graduates in the field of business, aministration and law is one of the highest among OECD and partner countries with available data. (30.4 %, rank 3/34 , 2019) Download Indicator
In Japan, the proportion of upper secondary vocational graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (43 %, rank 8/34 , 2019) Download Indicator
In Japan, the proportion of upper secondary vocational graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (5.6 %, rank 25/34 , 2019) Download Indicator
In Japan, 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. (7.3 %, rank 29/34 , 2019) Download Indicator
Fields of education
In Japan, the percentage of new entrants to tertiary education in the field of natural sciences, mathematics and statistics is relatively low. (3 %, rank 33/37 , 2019) Download Indicator
The share of female who enter tertiary education in the field of education is one of the smallest among OECD and partner countries with available data. (70.7 %, rank 34/36 , 2019) Download Indicator
The share of female who enter tertiary education in the field of social sciences, journalism and information is one of the smallest among OECD and partner countries with available data. (46.1 %, rank 36/36 , 2019) Download Indicator
The share of female who enter tertiary education in the field of business, administration and law is one of the smallest among OECD and partner countries with available data. (37.1 %, rank 36/36 , 2019) 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. (27.1 %, rank 36/36 , 2019) Download Indicator
The share of female who enter tertiary education in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (15.6 %, rank 36/36 , 2019) Download Indicator
The share of female who enter tertiary education in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (66.7 %, rank 35/36 , 2019) Download Indicator
In Japan, the share of female among new entrants in doctoral programmes enrolled in the field of education is relatively small. (43.5 %, rank 33/33 , 2019) Download Indicator
In Japan, the share of female among new entrants in doctoral programmes enrolled in the field of natural sciences, mathematics and statistics is relatively small. (18.6 %, rank 34/34 , 2019) Download Indicator
The share of female among new entrants in doctoral programmes enrolled in the field of engineering, manufacturing and construction in Japan is relatively small. (16 %, rank 34/34 , 2019) Download Indicator
In Japan, the share of female among new entrants in doctoral programmes enrolled in the field of health and welfare is relatively small. (34.2 %, rank 33/33 , 2019) Download Indicator
Student mobility
In Japan, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively large. (3.3 %, rank 9/81 , 2019) Download Indicator
In Japan, the number of international or foreign students per national student abroad is one of the highest among OECD and partner countries with available data. (6 Students, rank 6/44 , 2019) Download Indicator
In Japan, international or foreign students from Asia are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (93.7 %, rank 7/75 , 2019) Download Indicator
In Japan, the proportion of international graduates among bachelor's first-time graduates is relatively low. (2.1 %, rank 26/29 , 2019) Download Indicator
Student mobility by field of education
In Japan, the share of international and foreign students among all students in the field of education is one of the smallest among OECD and partner countries with avaialble data. (0.7 %, rank 30/35 , 2019) Download Indicator
In Japan, the share of international and foreign students among all students in the field of health and welfare is one of the smallest among OECD and partner countries with avaialble data. (0.8 %, rank 32/35 , 2019) Download Indicator
In Japan, the percentage of international doctoral graduates in the field of Natural sciences, mathematics and statistics is one of the lowest among OECD and partner countries with available data. (9.5 %, rank 32/34 , 2019) Download Indicator
Adult participation in non-formal education
In Japan, the proportion of employed adults participating in non-formal education and training is low compared to other OECD and partner countries. (49.4 %, rank 28/36 , 2016) Download Indicator
In Japan, the proportion of adults employed in enterprises of 1-9 persons and participating in non-formal education and training is low compared to other OECD and partner countries. (36.2 %, rank 29/36 , 2016) Download Indicator
In Japan, the proportion of adults employed in the public sector and participating in non-formal education and training is low compared to other OECD and partner countries. (62.8 %, rank 28/36 , 2016) Download Indicator
The percentage of employed adults participating in job-related non-formal education and training sponsored by the employer is relatively low. (39.8 %, rank 28/36 , 2016) Download Indicator
In Japan, the proportion of adults employed in enterprises of over of 249 persons and participating in job-related non-formal education and training sponsored by the employer is low compared to other OECD and partner countries. (53.3 %, rank 30/34 , 2016) Download Indicator
The proportion of adults employed in enterprises of over 249 persons and participating in non-job-related non-formal education and training sponsored by the employer is is relatively low in Japan. (2 %, rank 11/15 , 2016) Download Indicator
The percentage of employed adults participating in non-job-related non-formal education and training not sponsored by the employer is relatively low in Japan. (3.5 %, rank 32/36 , 2016) Download Indicator
Japan had one of the smallest share of adults employed in enterprises of 1-9 persons and participating in non-job-related non-formal education and training not sponsored by the employer. (4.1 %, rank 30/34 , 2016) Download Indicator
Japan had one of the smallest share of adults employed in enterprises of over 249 persons and participating in non-job-related non-formal education and training not sponsored by the employer. (3.3 %, rank 27/31 , 2016) Download Indicator
Japan had one of the smallest share of adults employed in the public sector and participating in non-job-related non-formal education and training not sponsored by the employer. (4.2 %, rank 30/35 , 2016) Download Indicator
In Japan, 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 (141.9 %, rank 4/36 , 2016) Download Indicator
Expenditure per student
In Japan, the total expenditure per full-time equivalent student on tertiary education is one of the largest among OECD and partner countries with available data. (19364 USD Equivalent 2015, rank 7/37 , 2018) Download Indicator
Expenditure in education and national wealth
In Japan, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the lowest among OECD countries and partner economies. (4 %, rank 30/37 , 2018) Download Indicator
In Japan, public and private expenditure on primary, secondary and post-secondary non-tertiary educational institutions as a percentage of GDP is comparatively low. (2.6 %, rank 34/37 , 2018) Download Indicator
In Japan, public expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively low. (2.4 %, rank 37/40 , 2018) Download Indicator
In Japan, public expenditure on educational institutions as a percentage of GDP on tertiary education from final source of funds is relatively low. (0.4 %, rank 40/41 , 2018) Download Indicator
In Japan, public expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively low. (2.8 %, rank 39/40 , 2018) Download Indicator
In Japan, total expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education is relatively low compared to 2010. (93 Index, rank 28/32 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on educational institutions at primary, secondary and post-secondary non-tertiary level is relatively low in Japan. (-0.5 %, rank 29/31 , 2018) Download Indicator
In Japan, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0 USD Equivalent, rank 2/29 , 2018) 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 smallest in Japan among OECD and partner countries with available data. (-0.7 %, rank 28/35 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on primary to tertiary education in Japan is one of the smallest among OECD and partner countries with available data. (-0.3 %, rank 26/30 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on primary to tertiary education in Japan is one of the smallest among OECD and partner countries with available data. (0.3 %, rank 24/29 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on tertiary education in Japan is one of the lowest among OECD and partner countries with available data. (0 %, rank 21/30 , 2018) 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. (67.9 %, rank 2/37 , 2018) Download Indicator
The share of public expenditure on tertiary educational institutions is one of the smallest among OECD and partner countries with available data. (1.6 %, rank 38/41 , 2018) Download Indicator
Japan has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (28.7 %, rank 5/37 , 2018) Download Indicator
In Japan, total public expenditure on primary through tertiary educational institutions as a percentage of total public expenditure is comparatively low. (7.8 %, rank 37/41 , 2018) Download Indicator
In Japan, total public expenditure on secondary educational institutions as a percentage of total public expenditure is comparatively low. (3.3 %, rank 38/41 , 2018) Download Indicator
In Japan, international expenditure on educational institutions as a percentage of total expenditure on tertiary education is relatively low. (0 %, rank 27/31 , 2018) Download Indicator
In Japan, international expenditure on educational institutions as a percentage of total expenditure on primary to tertiary education is relatively low. (0 %, rank 27/31 , 2018) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (32.1 %, rank 36/37 , 2018) Download Indicator
In Japan, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (71.3 %, rank 33/37 , 2018) 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 low in Japan compared to OECD and partner countries with available data. (6.1 %, rank 38/41 , 2018) Download Indicator
The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively small in Japan. (0 %, rank 26/29 , 2018) Download Indicator
Compared to 2015, the share of total public expenditure from initial source of funds for primary to tertiary education is comparatively small in Japan. (99 Index, rank 29/36 , 2018) Download Indicator
The relative share of international expenditure on tertiary education from initial source of funds in Japan is one of the lowest among OECD and partner countries with available data. (0 %, rank 26/29 , 2018) Download Indicator
Nature of expenditure
In Japan, the share of capital expenditure on primary education is one of the largest among OECD and partner countries with available data. (12 %, rank 7/33 , 2018) Download Indicator
In Japan, the share of current expenditure on primary education is one of the smallest among OECD and partner countries with available data. (88 %, rank 27/33 , 2018) Download Indicator
The percentage of capital expenditure on primary, secondary and post-secondary non-tertiary education is relatively in Japan. (10.9 %, rank 7/34 , 2018) Download Indicator
In Japan, the share of current expenditure on primary, secondary and post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (89.1 %, rank 28/34 , 2018) Download Indicator
The share of capital expenditure for primary to tertiary education in Japan is one of the highest among OECD and partner countries with available data. (10.8 %, rank 8/31 , 2018) Download Indicator
The share of current expenditure for primary to tertiary education in Japan is one of the lowest among OECD and partner countries with available data. (89.2 %, rank 24/31 , 2018) Download Indicator
The percentage of capital expenditure on secondary education is relatively in Japan. (10.1 %, rank 9/34 , 2018) Download Indicator
The percentage of current expenditure on secondary education is relatively in Japan. (89.9 %, rank 26/34 , 2018) Download Indicator
The percentage of capital expenditure on tertiary education is relatively in Japan. (10.6 %, rank 10/32 , 2018) Download Indicator
Teachers
The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively low in Japan. (615 Hours, rank 25/32 , 2020) Download Indicator
The number of hours per year upper secondary teachers spend teaching general programmes in public institutions is comparatively low in Japan. (511 Hours, rank 29/32 , 2020) Download Indicator
The number of days of instruction in a school year in lower secondary school is especially high. (203 Days, rank 2/30 , 2020) Download Indicator
Who the teachers are
The share of women among teaching staff in primary education is one of the smallest among OECD and partner countries with available data. (64.4 %, rank 41/44 , 2019) Download Indicator
The share of women among teaching staff in lower secondary education is one of the smallest among OECD and partner countries with available data. (43 %, rank 40/40 , 2019) Download Indicator
The share of women among teaching staff in upper secondary education is one of the smallest among OECD and partner countries with available data. (30.8 %, rank 42/42 , 2019) Download Indicator
The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the smallest among OECD and partner countries with available data. (22.8 %, rank 32/32 , 2019) Download Indicator
The share of women among teaching staff in tertiary education is one of the smallest among OECD and partner countries with available data. (28.4 %, rank 39/39 , 2019) Download Indicator
The share of women among teaching staff is one of the smallest among OECD and partner countries with available data. (48.2 %, rank 34/34 , 2019) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially high. (17.1 %, rank 4/37 , 2019) Download Indicator
The percentage of female teachers younger than 30 in primary education is especially low in Japan. (64.6 %, rank 37/38 , 2019) Download Indicator
The percentage of female teachers under 30 in lower secondary education is especially low in Japan. (45 %, rank 35/35 , 2019) Download Indicator
Females under 30 represent a small proportion of teachers in upper secondary education in Japan. (38.5 %, rank 37/37 , 2019) Download Indicator
Females aged 50 or more represent a small proportion of teachers in primary education in Japan. (67.6 %, rank 36/38 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in lower secondary education is especially low in Japan. (39.7 %, rank 35/35 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in upper secondary education is especially low in Japan. (22.9 %, rank 37/37 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in tertiary education is especially low in Japan. (24.7 %, rank 32/33 , 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. (2.05 Ratio, rank 4/34 , 2020) Download Indicator
It takes lower secondary teachers longer to progress through the salary scale in Japan compared to other OECD and partner countries. (36 Years, rank 5/27 , 2020) 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. (2.05 Ratio, rank 10/34 , 2020) Download Indicator
Organisation of the education system
In Japan, total intended instruction time for primary and lower secondary students is relatively short. (7338 Hours, rank 21/29 , 2021) Download Indicator
In Japan, total intended instruction time for lower secondary students is relatively short. (2669 Hours, rank 22/29 , 2021) Download Indicator
Class size
Classes in lower secondary public institutions are comparatively large in Japan. (32 Students, rank 2/34 , 2018) Download Indicator
Classes in lower secondary private institutions are comparatively large in Japan. (33 Students, rank 1/32 , 2018) Download Indicator
In independent private institutions at primary education level, classes are one of the largest in Japan among OECD and partner countries with available data. (28 Students, rank 1/20 , 2018) Download Indicator
In independent private institutions at lower secondary level, classes are one of the largest in Japan among OECD and partner countries with available data. (33 Students, rank 1/20 , 2018) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is high compared to other OECD and partner countries. (88.8 %, rank 5/45 , 2020) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old men with tertiary education is compartively high in Japan. (94.2 %, rank 3/44 , 2020) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with tertiary education is comparatively low. (2.6 %, rank 42/44 , 2020) Download Indicator
Participation in education by gender
The share of women among tertiary education new entrants is one of the smallest compared to OECD and partner countries with available data. (51.2 %, rank 32/39 , 2019) Download Indicator
The share of female students entering bachelor's programmes in Japan is relatively small. (45.9 %, rank 44/44 , 2019) Download Indicator
The share of female students entering short-cycle tertiary programmes in Japan is comparatively large. (60.8 %, rank 7/39 , 2019) Download Indicator
The share of female students entering doctoral or equivalent programmes in Japan is one of the smallest compared to other OECD countries and partner economies. (31.8 %, rank 41/42 , 2019) Download Indicator
Entrance
In Japan, the average age of new entrants in bachelor's programmes is one of the lowest among OECD and partner countries with available data. (18.6 Years, rank 37/37 , 2019) Download Indicator
In Japan, the average age of new entrants in master's long first degree (LFD) programmes is one of the lowest among OECD and partner countries with available data. (19.1 Years, rank 23/24 , 2019) Download Indicator
In Japan, the percentage of young people expected to enter into tertiary education before the age of 25 is relatively high. (72.3 %, rank 1/32 , 2019) Download Indicator
In Japan, the percentage of first-time entrants into tertiary education younger than 25 is relatively high. (98.7 %, rank 1/32 , 2019) Download Indicator
The average age of new entrants in tertiary education in Japan is comparatively young. (18.5 Years, rank 32/32 , 2019) Download Indicator
In Japan, the share of first-time entrants into bachelor's or equivalent programmes before the age of 25 is relatively high. (98.6 %, rank 1/37 , 2019) Download Indicator
In Japan, the share of first-time entrants into master's or equivalent programmes before the age of 30 is relatively high. (90.4 %, rank 4/38 , 2019) Download Indicator
The share of young people expected to enter master's programmes before the age of 30 is one of the lowest among OECD and partner countries with available data. (7.6 %, rank 32/38 , 2019) Download Indicator
Excluding international students, Japan has one of the lowest percentages of young people expected to enter master's programmes before turning 25. (0.7 %, rank 30/35 , 2019) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
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- In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
- Women also earn on average about 76-78% of mens salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
- Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
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- On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
- The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
- In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
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- In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
- Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
- In most countries, teachers above 50 years of age make up more than a third of the teaching force.
- Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
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- On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
- There are 15 children for every teacher at pre-primary level on average across OECD countries.
- Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
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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.