Country
Data profiles:
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
Click on the diagram to get a PDF version
Profile View
Select first some countries to compare, choose the charts you wish to display and customise them.
Educational outcomes
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 3/46 , 2019) Download Indicator
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. (22.5 %, rank 28/36 , 2018) 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 4/36 , 2019) Download Indicator
The level of short-cycle tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (18.2 %, rank 4/39 , 2019) Download Indicator
Attainment by gender
In Japan, the share of 25-64 year-old men who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (39.6 %, rank 1/46 , 2019) Download Indicator
Participation in education
The proportion of upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (22.2 %, rank 36/41 , 2018) 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. (32.2 %, rank 42/42 , 2018) 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 Years, rank 24/24 , 2018) Download Indicator
In Japan, the proportion of new female entrants in master's long first degree (LFD) programmes is relatively low. (49.4 %, rank 22/24 , 2018) Download Indicator
In Japan, the percentage of young people expected to enter into tertiary education before the age of 25 is relatively high. (72.6 %, rank 1/31 , 2018) Download Indicator
In Japan, the percentage of new entrants in short-cycle tertiary programmes younger than 25 is relatively high. (99.5 %, rank 1/36 , 2018) Download Indicator
In Japan, the percentage of first-time entrants into tertiary education younger than 25 is relatively high. (99.4 %, rank 1/31 , 2018) 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. (98.4 %, rank 10/33 , 2018) Download Indicator
Graduation expectancy
In Japan, the percentage of today's young people expected to graduate from a doctoral or equivalent programme before the age of 35 ranks as one of the highest among OECD and partner countries with available data. (1.3 %, rank 9/31 , 2018) Download Indicator
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. (45.2 %, rank 3/31 , 2018) Download Indicator
The percentage of today's young people expected to obtain a master's or an equivalent degree before the age of 35 is one of the lowest among OECD countries and partner economies with available data. (8.1 %, rank 26/30 , 2018) Download Indicator
Excluding mobile students, Japan has one of the lowest percentages of young people expected to obtain a master's or an equivalent degree before the age of 30. (7.2 %, rank 23/28 , 2018) Download Indicator
Graduation by gender
Among OECD and partner countries with available data, Japan has one of the smallest shares of women graduates from tertiary programmes. (51.7 %, rank 35/36 , 2018) Download Indicator
In Japan, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively low. (20.6 %, rank 43/43 , 2018) Download Indicator
In Japan, the share of female doctoral graduates in the field of business, administration and law is relatively low. (33.8 %, rank 38/43 , 2018) Download Indicator
In Japan, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (15.5 %, rank 41/43 , 2018) Download Indicator
Graduation by field of education
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. (15.1 %, rank 5/43 , 2018) 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. (18.4 %, rank 7/43 , 2018) Download Indicator
The share of doctoral graduates in the field of sciences, journalism and information in Japan is relatively small. (2.9 %, rank 44/45 , 2018) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Japan is relatively small. (4.2 %, rank 39/45 , 2018) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Japan is relatively small. (14.2 %, rank 37/45 , 2018) Download Indicator
The share of doctoral graduates in the field of engineering, manufacturing and construction in Japan is relatively large. (22.6 %, rank 9/45 , 2018) 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. (30.3 %, rank 4/35 , 2018) 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. (42.5 %, rank 8/35 , 2018) 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. (7.6 %, rank 30/35 , 2018) Download Indicator
Adult learning
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
Fields of education
In Japan, the percentage of new entrants to tertiary education in the field of social sciences, journalism and information is relatively low. (7.3 %, rank 29/36 , 2018) Download Indicator
In Japan, the percentage of new entrants to tertiary education in the field of natural sciences, mathematics and statistics is relatively low. (3 %, rank 32/36 , 2018) 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. (71.1 %, rank 30/35 , 2018) 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. (46.2 %, rank 35/35 , 2018) 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. (36.9 %, rank 35/35 , 2018) 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. (26.1 %, rank 35/35 , 2018) 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. (15.2 %, rank 35/35 , 2018) 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. (65.8 %, rank 35/35 , 2018) Download Indicator
In Japan, the share of female among new entrants in doctoral programmes enrolled in the field of education is relatively small. (43.6 %, rank 34/34 , 2018) 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. (18.9 %, rank 35/35 , 2018) 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. (16.5 %, rank 33/35 , 2018) 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. (33.7 %, rank 34/34 , 2018) Download Indicator
In Japan, the share of new entrants in short-cycle tertiary programmes in the field of social sciences, journalism and information is relatively small. (7.3 %, rank 29/36 , 2018) Download Indicator
In Japan, the share of new entrants in short-cycle tertiary programmes in the field of natural sciences, mathematics and statistics is relatively small. (3 %, rank 32/36 , 2018) Download Indicator
Student mobility
Japan is one of the most attractive destinations to foreign students compared to other OECD and partner countries with available data. (3.2 %, rank 8/81 , 2018) 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 6/46 , 2018) Download Indicator
In Japan, the proportion of international graduates among bachelor's first-time graduates is relatively low. (1.9 %, rank 26/29 , 2018) Download Indicator
Student mobility by field of education
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. (8.3 %, rank 30/33 , 2018) Download Indicator
Resources for education
In Japan, the share of current expediture on primary education is one of the smallest among OECD and partner countries with available data. (87.4 %, rank 30/32 , 2017) Download Indicator
In Japan, the share of capital expediture on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (11.5 %, rank 4/32 , 2017) Download Indicator
In Japan, the share of current expediture on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (88.5 %, rank 29/32 , 2017) Download Indicator
In Japan, the share of capital expediture on primary through tertiary is one of the largest among OECD and partner countries with available data. (11.6 %, rank 5/29 , 2017) Download Indicator
In Japan, the share of current expediture on primary through tertiary education is one of the smallest among OECD and partner countries with available data. (88.4 %, rank 25/29 , 2017) Download Indicator
In Japan, the share of current expediture on secondary education is one of the smallest among OECD and partner countries with available data. (89.3 %, rank 29/33 , 2017) Download Indicator
In Japan, the share of current expediture on tertiary education is one of the smallest among OECD and partner countries with available data. (88.2 %, rank 26/31 , 2017) 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 27/36 , 2017) 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 38/42 , 2017) 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 41/42 , 2017) 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. (2.9 %, rank 40/42 , 2017) Download Indicator
In Japan, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (1.2 %, rank 9/36 , 2017) Download Indicator
The total expenditure on early childhood and care educational institutions, as a percentage of GDP, is one of the lowest among OECD and partner countries with available data. (0.2 %, rank 28/29 , 2017) Download Indicator
Public and private expenditure in education
The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (68.8 %, rank 2/37 , 2017) 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 39/42 , 2017) 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 6/36 , 2017) 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 38/42 , 2017) Download Indicator
In Japan, total public expenditure on secondary educational institutions as a percentage of total public expenditure is comparatively low. (3.4 %, rank 38/42 , 2017) Download Indicator
In Japan, international expenditure on educational institutions as a percentage of total expenditure on tertiary education is relatively low. (0 %, rank 26/31 , 2017) Download Indicator
In Japan, international expenditure on educational institutions as a percentage of total expenditure on primary to tertiary education is relatively low. (0 %, rank 25/30 , 2017) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (31.2 %, rank 36/37 , 2017) Download Indicator
In Japan, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (71.3 %, rank 31/36 , 2017) Download Indicator
Total public expenditure on education as a percentage of total government expenditure, for primary, secondary and post-secondary non-tertiary education is relatively low in Japan compared to OECD and partner countries with available data. (6.2 %, rank 38/42 , 2017) Download Indicator
In Japan, public expenditure on early childhood and care educational institutions from final source of funds is relatively low. (50.9 %, rank 28/29 , 2017) Download Indicator
In Japan, the share of private expenditure on primary, secondary and post-secondary non-tertiary education from final source of funds is one of the largest among OECD and partner countries with available data. (49.1 %, rank 2/29 , 2017) Download Indicator
In Japan, the share of international expenditure on primary through tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (0 %, rank 24/28 , 2017) Download Indicator
In Japan, the share of international expenditure on tertiary education from initial source of funds is one of the smallest among OECD and partner countries with available data. (0 %, rank 25/29 , 2017) Download Indicator
Teachers
The number of days of instruction in a school year in lower secondary school is especially high. (203 Days, rank 2/34 , 2019) Download Indicator
Who the teachers are
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 , 2018) 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 , 2018) 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 , 2017) Download Indicator
The percentage of primary teachers younger than 30 is especially high. (19.4 %, rank 4/37 , 2018) Download Indicator
The percentage of lower secondary teachers younger than 30 is especially high. (17.6 %, rank 5/34 , 2018) Download Indicator
The percentage of upper secondary teachers younger than 30 is especially high. (13 %, rank 4/35 , 2018) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially high. (17.1 %, rank 4/36 , 2018) Download Indicator
The percentage of upper secondary teachers aged between 30 and 49 is especially low. (48.4 %, rank 26/35 , 2018) Download Indicator
The percentage of primary to upper secondary teachers aged between 30 and 49 is especially low. (50.5 %, rank 27/36 , 2018) 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. (2.06 Ratio, rank 4/33 , 2019) 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 5/26 , 2019) 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. (2.06 Ratio, rank 10/33 , 2019) Download Indicator
Organisation of the education system
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
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 9/44 , 2019) Download Indicator
The employment rate among 35-44 year-olds with a short-cycle tertiary education is comparatively . (83.9 %, rank 30/35 , 2019) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with a short-cycle tertiary education degree is one the lowest of all OECD countries and partner economies for which data are available. (2.1 %, rank 31/33 , 2019) Download Indicator
The unemployment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.7 %, rank 40/44 , 2019) Download Indicator
General findings
- While 37% of 15-19 year-old upper secondary students are in vocational programmes, the share increases to 61% among students over 25.
- The most popular fields of study among vocational graduates vary at different levels of education. While engineering, manufacturing and construction is the most common broad field at upper secondary level, at short-cycle tertiary level, most students graduate from business, administration and law, or health and welfare.
- Combined school and work-based learning can help students transition smootly into the labor market. However, only one -third of all upper secondary vocational students are enrolled in school and work-based programmes on average across OECD countries.
Visualisations
to display other variables
to display other variables
to display other variables
- Between the age of 3 to 5, 88% of children are enrolled in pre-primary and primary education, on average across OECD countries.
- The estimated expenditure on all children aged 3 to 5 enrolled in ECEC and primary education amounts to an average of 0.6% of GDP. Only in Iceland and Norway does it equal or exceed 1.0%.
- The ECEC workforce is at the heart of high-quality education. On average across OECD countries, there are 14 children for every teacher working in pre-primary education (ISCED 02).
Visualisations
to display other variables
to display other variables
to display other variables
- In 2019, 45% of 25-34 year-olds held a tertiary degree, compared to 28% among 55-64 year-olds, on average across OECD countries.
- On average across OECD countries, 17% of first-time tertiary entrants enter short-cycle tertiary programmes. The employment rate of adults with a short-cycle tertiary degree is 4 percentage points higher than those with an upper secondary vocational attainment and they earn 16% more, on average across OECD countries.
- Based on current patterns, it is estimated that 38% of young adults across OECD countries will graduate from tertiary education for the first time before the age of 30 (excluding international students).
Visualisations
to display other variables
to display other variables
to display other variables
- In 2017, total expenditure amounted to approximately USD 9 100 per student in primary institutions and USD 10 500 in secondary institutions on average across OECD countries.
- After increasing between 2005 and 2012, total expenditure on primary to tertiary institutions as a share of gross domestic product (GDP) has fallen to 4.9% in 2017 on average, below its 2005 value of 5.1%. This is due to educational expenditure rising more slowly than GDP over this period, growing by 17% while GDP grew by 27%.
- Private sources financed more than 30% of the expenditure, on average, at tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
Visualisations
to display other variables
to display other variables
to display other variables
- There are relatively few young teachers (under the age of 30), and the proportion decreases with the level of education. Young teachers make up 12% of the teaching population in primary education, 10% in lower secondary education and 8% in upper secondary education, on average across OECD countries.
- While instruction time for students increases at higher educational levels, statutory teaching time in public institutions decreases: teachers in OECD countries and economies are required to teach on average 778 hours per year at primary level compared to 680 hours at upper secondary level (general programmes).
- Between 2005 and 2019, the statutory salaries of primary and secondary general teachers - with 15 years of experience and the most prevalent qualifications - increased by 2-3%, despite salaries falling after the 2008 economic crisis, on average across OECD countries and economies with available data.
Visualisations
to display other variables
to display other variables
to display other variables
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.