Kenya
Explore the OECD's reports or draw from a wide variety of education indicators and data to construct your own, customised country reports, highlighting the facts, developments and outcomes of your choice.



Kenya
Student performance (PISA 2025)
  • In 2025, the average score of 15-year-old students in science in Kenya was 335 PISA score points (OECD average: 482 PISA score points), and the score difference between boys and girls was 24 PISA score points (OECD average: -1 PISA score points).
  • Low performers in science accounted for 84% of students in Kenya (OECD average: 25.7%), while 0% were top performers, scoring at Level 5 or 6 (OECD average: 7.2%). The performance difference between students at the 90th and 10th percentiles was 194 PISA score points (OECD average: 258 PISA score points).
  • In mathematics, 15-year-old students in Kenya scored 326 PISA score points on average (OECD average: 463 PISA score points). The score difference between boys and girls was 20 PISA score points (OECD average: 13 PISA score points).
  • Reading performance averaged 320 PISA score points score points in Kenya (OECD average: 461 PISA score points). The difference between boys and girls was -3 PISA score points, a difference that was not statistically significant (OECD average: -30 PISA score points).
  • Students in Kenya scored 278 PISA score points on average in computational problem solving (OECD average: 500 PISA score points), while 10.7% performed better than expected based on their science performance (OECD average: 56.3%).
  • Some 80.6% of students in Kenya reported that they like learning new things in school (OECD average: 68.8%), and 78% reported that they like to know how things work (OECD average: 74%). Regarding student perserverance, 74.4% reported that they finish what they start (OECD average: 61.2%), and 67.5% that they put in additional effort when work becomes challenging (OECD average: 59.5%).
  • Students in Kenya reported their engagement as well as their learning dispositions across indices such as: -0.01 for curiosity (OECD average: 0 ), 0.59 for goal setting (OECD average: 0 ), 0.16 for help seeking (OECD average: 0 ) and 0.03 for cognitive adaptability (OECD average: 0.01 ).
  • Some 80.9% of students in Kenya reported feeling that they belong at school (OECD average: 76.2%), while 79.3% reported that they make friends easily (OECD average: 80%) and 75.6% that they believe their peers like them (OECD average: 83.1%).
  • Socio-economic status accounted for 0.2% of the variation in science performance in Kenya (OECD average: 11.6%). The science-performance gap separating students in the top quarter of the socio-economic distribution from those in the bottom quarter was 8 PISA score points, a difference that was not statistically significant (OECD average: 84 PISA score points).
  • Moderate use of digital devices for learning at school is associated with different levels of science performance in Kenya: students reporting no use scored 380 PISA score points (OECD average: 480 PISA score points), those using them for two to three hours per day scored 332 PISA score points (OECD average: 499 PISA score points), and those using them for more than seven hours scored 331 PISA score points (OECD average: 481 PISA score points).
  • Students in Kenya reported varying levels and forms of AI use for schoolwork: the AI-use index stood at 0.1 (OECD average: 0 ), 13.1% did not use AI for schoolwork (OECD average: 13.7%), 20.1% did not use AI to help them learn (OECD average: 20.7%), and 55.5% reported learning to assess AI-generated information in class (OECD average: 62.6%).
  • Environmental-science performance averaged 331 PISA score points score points in Kenya (OECD average: 480 PISA score points), while the score difference between boys and girls was 22 PISA score points (OECD average: -5 PISA score points). Some 11.2% of students achieved at least a baseline proficiency in environmental science (OECD average: 24.6%).
  • In Kenya, students reported their environmental awareness and sense of agency as follows: -0.39 on the environmental-awareness index (OECD average: -0.14 ), 0.23 on beliefs in their capacity to generate environmental change (OECD average: 0 ), and 0.28 on collective environmental efficacy (OECD average: 0 ).
    • | PISA 2025 | Country Note | PISA 2025 Assessment and Analytical Framework | PISA Database | Important note on countries |

    Select first some countries to compare, choose the charts you wish to display and customise them.

    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    Student performance in science

    The mean score in science performance is one of the lowest among PISA-participating countries and economies. (335 PISA Score points, rank 88/90 , 2025) Download Indicator

    Boys' performance in science is one of the lowest among PISA-participating countries and economies. (346 PISA Score points, rank 85/90 , 2025) Download Indicator

    Girls' performance in science is one of the lowest among PISA-participating countries and economies. (322 PISA Score points, rank 89/90 , 2025) Download Indicator

    The gender difference in science performance in favour of boys is one of the largest among PISA-participating countries and economies. (24 PISA Score points, rank 2/53 , 2025) Download Indicator

    The percentage of low performers in science (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (84 %, rank 3/90 , 2025) Download Indicator

    The percentage of low-performing boys in science (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (79.1 %, rank 6/90 , 2025) Download Indicator

    The percentage of low-performing girls in science (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (89.3 %, rank 2/90 , 2025) Download Indicator

    Kenya scored among the low-performing countries in the subscale about "explaining phenomena scientifically" of PISA science test. (333 PISA Score, rank 84/84 , 2025) Download Indicator

    Student performance in mathematics

    The mean score in mathematics performance is one of the lowest among PISA-participating countries and economies. (326 PISA Score points, rank 87/89 , 2025) Download Indicator

    Boys' performance in mathematics is one of the lowest among PISA-participating countries and economies. (336 PISA Score points, rank 87/89 , 2025) Download Indicator

    Girls' performance in mathematics is one of the lowest among PISA-participating countries and economies. (315 PISA Score points, rank 87/89 , 2025) Download Indicator

    Boys outperform girls in mathematics performance with one of the largest score-point differences. (20 PISA Score points, rank 7/61 , 2025) Download Indicator

    The percentage of low performers in mathematics (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (90.8 %, rank 4/89 , 2025) Download Indicator

    The percentage of low-performing boys in mathematics (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (86.8 %, rank 7/89 , 2025) Download Indicator

    The percentage of low-performing girls in mathematics (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (95.2 %, rank 1/89 , 2025) Download Indicator

    Student performance in reading

    The mean score in reading performance is one of the lowest among PISA-participating countries and economies. (320 PISA Score points, rank 87/89 , 2025) Download Indicator

    Boys' performance in reading is one of the lowest among PISA-participating countries and economies. (319 PISA Score points, rank 85/89 , 2025) Download Indicator

    Girls' performance in reading is one of the lowest among PISA-participating countries and economies. (322 PISA Score points, rank 88/89 , 2025) Download Indicator

    The score difference in reading between the 10% of students with the highest scores and the 10% of students with the lowest scores is one of the smallest among PISA-participating countries and economies. (176 PISA Score, rank 83/89 , 2025) Download Indicator

    The percentage of low performers in reading (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (88.9 %, rank 3/89 , 2025) Download Indicator

    The percentage of low-performing boys in reading (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (87.4 %, rank 8/89 , 2025) Download Indicator

    The percentage of low-performing girls in reading (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (90.6 %, rank 2/89 , 2025) Download Indicator

    Student performance in mathematics, reading and science

    The percentage of low performers in all subjects (mathematics, reading and science) is one of the highest among PISA-participating countries and economies. (82.1 %, rank 2/87 , 2025) Download Indicator

    Student performance in computational problem solving

    In Kenya, the share of students scoring higher than expected in computational problem-solving based on their performance in science was among the smallest across countries with available data. (10.7 %, rank 84/84 , 2025) Download Indicator

    The mean score in computational problem-solving performance is one of the lowest among PISA-participating countries and economies. (278 PISA Score points, rank 84/84 , 2025) Download Indicator

    Performance and socio-economic status

    The variance of results in mathematics is weakly associated with the socio-economic status of students, as measured by the PISA index of economic, social and cultural status (ESCS). (0 %, rank 86/86 , 2025) Download Indicator

    The maths performance of students in the top international decile of economic, social and cultural status (ESCS) scale is among the lowest, compared to countries and economies participating in PISA. (362 PISA Score, rank 85/86 , 2025) Download Indicator

    Kenya is one of the countries where the relationship between reading performance and socio-economics status (ESCS) is the weakest. (0.4 %, rank 86/86 , 2025) Download Indicator

    The reading performance of students in the top international decile of economic, social and cultural status (ESCS) scale is among the lowest, compared to countries and economies participating in PISA. (361 PISA Score, rank 85/86 , 2025) Download Indicator

    The variance of results in science is weakly associated with the socio-economic status of students, as measured by the PISA index of economic, social and cultural status (ESCS). (0.2 %, rank 87/87 , 2025) Download Indicator

    The science performance of students in the top international decile of economic, social and cultural status (ESCS) scale is among the lowest, compared to countries and economies participating in PISA. (379 PISA Score, rank 86/87 , 2025) Download Indicator

    Participation in education

    The percentage of students who have repeated a grade during primary, lower secondary or upper secondary school is one of the highest among PISA-participating countries and economies. (45.2 %, rank 2/85 , 2025) Download Indicator

    School climate

    Students in Kenya reported feeling relatively less safe than students in other OECD and partner countries/economies. (-0.33 PISA Index, rank 82/85 , 2025) Download Indicator

    Classroom environment

    The ratio of students to teaching staff in socio-economically disadvantaged schools is one of the largest among PISA-participating countries and economies. (27 Students, rank 5/86 , 2025) Download Indicator

    The ratio of students to teaching staff in socio-economically advantaged schools is one of the largest among PISA-participating countries and economies. (30 Students, rank 2/86 , 2025) Download Indicator

    The ratio of students to teaching staff in schools attended by 15-year-olds is comparatively high in Kenya. (29 Students, rank 4/87 , 2025) Download Indicator

    In Kenya, a large share of students attend schools whose principal reported that the school's capacity to provide instruction is hindered to some extent or a lot by a lack of teaching staff. (53 %, rank 8/88 , 2025) Download Indicator

    In Kenya, the index of disciplinary climate in school science is relatively high. (0.57 PISA Index, rank 9/82 , 2025) Download Indicator

    Student well-being

    In 2025, the index of sense of belonging was one of the lowest among PISA-participating countries and economies. (-0.21 PISA Index, rank 74/82 , 2025) Download Indicator

    Bullying

    In 2025, the index of exposure to bullying was one of the highest among PISA-participating countries and economies. (0.81 PISA Index, rank 2/88 , 2025) Download Indicator

    Compared to other PISA-participating countries and economies, the percentage of students who reported being bullied (includes any type of bullying act) at least a few times a month is one of the highest. (54.9 %, rank 2/89 , 2025) Download Indicator

    Kenya had one of the largest shares of students who reported being cyberbullied (information about them that was upsetting were published online without their consent). (13.4 %, rank 3/86 , 2025) Download Indicator

    Students' engagement, drive and self-beliefs

    In Kenya, a relatively large number of students students reported that they are interested in and enjoy learning about science, compared to other OECD and partner countries/economies. (0.5 PISA Index, rank 7/88 , 2025) Download Indicator

    Students in Kenya show a high tendency to set clear goals for themselves compared to other PISA-participating countries and economies. (0.59 PISA Index, rank 1/82 , 2025) Download Indicator

    The share of students who agreed or strongly agreed that they finish what they start was among the largest in Kenya compared with other countries with available data. (74.4 %, rank 6/87 , 2025) Download Indicator

    The difference in the index of help seeking between advantaged and disadvantaged students placed Kenya among countries with the smallest differences. (-0.15 PISA Index, rank 59/59 , 2025) Download Indicator

    Students’ readiness for learning in the digital age

    Kenya has one of the lowest levels of preparedness for digital learning among OECD and partner countries/economies. (-1.16 PISA Index, rank 88/88 , 2025) Download Indicator

    Students in Kenya spent among the longest amounts of time on digital devices per day for leisure at school across countries with available data. (2 Hours, rank 2/88 , 2025) Download Indicator

    In Kenya, the science performance of students spending no time using digital devices for learning activities at school was among the lowest across countries with available data, after accounting for student socio-economic status. (380 PISA Score, rank 77/86 , 2025) Download Indicator

    The science performance of students spending between 2 and 3 hours per day using digital devices for learning activities at school was among the lowest in Kenya compared with other countries with available data, after accounting for student socio-economic status. (332 PISA Score, rank 84/86 , 2025) Download Indicator

    In Kenya, the science performance of students spending more than 7 hours per day using digital devices for learning activities at school was among the lowest across countries with available data, after accounting for student socio-economic status. (331 PISA Score, rank 84/86 , 2025) Download Indicator

    The change in science performance associated with students reporting that students get distracted by using digital resources in most or every school science lesson was among the largest decreases in Kenya compared with other countries with available data, after accounting for student socio-economic status. (-49 PISA Score points, rank 60/61 , 2025) Download Indicator

    Students' environmental competence

    The mean score in environmental science is one of the lowest among PISA-participating countries and economies. (331 PISA Score points, rank 82/82 , 2025) Download Indicator

    Boys' performance in environmental science is one of the lowest among PISA-participating countries and economies. (342 PISA Score points, rank 80/82 , 2025) Download Indicator

    Girls' performance in environmental science is one of the lowest among PISA-participating countries and economies. (319 PISA Score points, rank 82/82 , 2025) Download Indicator

    Boys tend to slightly outperform girls in environmental science. (22 PISA Score points, rank 1/52 , 2025) Download Indicator

    In Kenya, socio-economically disadvantaged students had low performances in environmental science compared to other OECD and partner countries. (338 PISA Score points, rank 78/81 , 2025) Download Indicator

    In Kenya, socio-economically advantaged students had low performances in environmental science compared to other OECD and partner countries. (347 PISA Score points, rank 81/81 , 2025) Download Indicator

    The share of students achieving at least baseline proficiency in environmental science (Level 2) was among the smallest in Kenya compared with other countries with available data. (11.2 %, rank 82/83 , 2025) Download Indicator

    Students' attitudes and beliefs regarding environmental issues

    In Kenya, the difference between advantaged and disadvantaged students in the share interested, to some or a large extent, in contributing to environmental protection in their future jobs was among the largest in favor of disadvantaged students across countries with available data. (-7.7 % points, rank 44/44 , 2025) Download Indicator

    In Kenya, the share of students who did not participate in environment-related activities and agreed or strongly agreed that someone else would take care of the problem was among the smallest across countries with available data. (34.2 %, rank 82/86 , 2025) Download Indicator

    Student involvement in environmental actions

    The percentage of students reporting their participation to at least one environmental-related activity is relatively high in Kenya. (93.7 %, rank 2/88 , 2025) Download Indicator

    Parental involvement

    The difference in the index of family support between advantaged and disadvantaged students in Kenya was among the narrowest across countries with available data. (-0.17 PISA Index, rank 86/86 , 2025) Download Indicator

    Students’ use of artificial intelligence for schoolwork  

    The mean science performance of students reporting almost daily use of AI to help them learn and being tasked in school lessons to assess the quality of AI-generated information was among the lowest in Kenya compared with other countries with available data. (360 PISA Score, rank 83/83 , 2025) Download Indicator

    In Kenya, the difference between the shares of advantaged and disadvantaged students reporting that they assess the quality of information generated by AI chatbots in their school lessons sometimes or very often was among the widest across countries with available data. (31.8 %, rank 1/76 , 2025) Download Indicator

    Resources for education

    In Kenya, a large share of students attend schools whose principal reported that the school's capacity to provide instruction is hindered to some extent or a lot by a lack of physical infrastructure. (54.1 %, rank 9/88 , 2025) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
                        
    
                            
    
                                
    •  B-S-J-Z (China) and Singapore were the two highest-performing systems across science, mathematics and reading in PISA 2025. Additionally, Estonia, Japan, Korea, Macao (China), Chinese Taipei and the United Kingdom were among the top-10 performing education systems in all three domains.
    • PISA 2025 recorded the lowest OECD-average performance observed so far in science, reading and mathematics. Reading declined after peaking around 2012, science declined more gradually over the past decade, and mathematics fell especially sharply after 2018.
    • Around three-quarters of students demonstrated at least baseline proficiency in science: they pass from knowing some science to using science at a basic level.
    • Socio-economic background remains strongly associated with student achievement, accounting for 12% of within-country variation in science performance.
    •  Students reported more teacher support in science lessons compared to 2015 in about half of countries/economies. Teacher support remains positively associated with science performance and learning attitudes.
    • The provision of study help such as peer-to-peer tutoring is associated with higher science performance.
    
                            
    
                            
    
                                | Education policies: Student outcomes | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
    • Socio-economic background remains strongly associated with student achievement, accounting for 12% of within-country variation in science performance.
    • Gender differences in performance in mathematics and reading are still remarquable, as for all previous PISA studies. Boys still perform better than girls in mathematics by 13 PISA score points while girls outperform boys in reading by 30 PISA score points in 2025, on average accross OECD countries. In science, girls perform almost as well as boys by only 1 score point difference.
    • Some education systems, such as B-S-J-Z (China), Canada, Estonia, Ireland, Japan, Korea and Macao (China), achieved both socio-economic fairness and strong performance.
    • Between 2022 and 2025, narrowing of socio-economic gaps in performance largely reflected declines among advantaged students rather than improvements among disadvantaged students.
    • Two out of three students perceive social mobility as achievable, rising to 75% or more in Portugal and Israel.
    • Girls generally reported higher levels of curiosity, perseverance, help seeking, goal setting a growth mindset, while boys tend to report higher cognitive adaptability.
    
                            
    
                            
    
                                | Education policies : Equity | Education policies: Student outcomes | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
    • Some 69% of students reported that they like learning new things and 74% reported that they like to know how things work.
    • While 61% of students reported finishing what they start and 60% reported putting in extra effort when work becomes challenging, 52% reported finishing tasks they have started even when they become boring.
    • Girls generally reported higher levels of curiosity, perseverance, help seeking, goal setting a growth mindset, while boys tend to report higher cognitive adaptability.
    • Between 2022 and 2025 students' self-reported curiosity and perseverance declined.
    • Most students feel they belong at school (76%) and make friends easily (80%), and believe their peers like them (83%).
    • While 67% of students believe that school has taught them things that could be useful in a job, 49% reported that school has done little to prepare them for adult life, 24% viewed school has been a waste of time.
    • Bullying is associated with lower student performance and sense of belonging even after accounting for students’ and schools’ socio-economic profiles.
    
                            
    
                            
    
                                | Education policies: Student engagement and motivation | Education policies: Students' Well-Being | OECD Better Life Index | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
    • On average, 79% of students use AI chatbots to help them to learn, including 26% weekly and 19% almost daily or more.
    • The relationship between AI use and science performance is complex. Students who frequently use AI for learning and learn to assess the quality of AI-generated information at school achieve higher science performance than non- or infrequent users. However, advantaged students have greater access to these opportunities, raising concerns about an AI divide.
    • Moderate use of digital devices for learning at school relates to higher science performance than no or heavy use. However, more than one hour of leisure use at school is linked to lower performance.
    • Some 28% of students reported that their peers are distracted by the use of digital devices during most or every science lesson. Cell-phone bans or subject-specific guidelines relate to less distraction and less time spent on digital devices at school, but their relationship with performance remains unclear.
    • Almost half of 15 year old students are in schools where the use of cell phones is not allowed on the school premises.
    
                            
    
                            
    
                                | Education policies: Student outcomes | Education policies: Learning environment | Education policies: Digital Divide | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
    • About three in four students achieve at least baseline proficiency (Level 2) in environmental science.
    • Higher-performing students tend to report stronger environmental awareness, personal agency and collective efficacy.
    • Caring for the environment is widespread: 75% of students reported looking after the global environment is important to them; it is over 90% in B-S-J-Z (China), Indonesia, Korea and Cambodia.
    • Most students believe collective action (82%) and individual action (81%) can address environmental challenges, though fewer know how to collaborate effectively (68%).
    • On average, 28% of students never participated in any of the five environmental activities examined. Among them, 56% do not know anyone engaged in environmental actions, 49% believe others will address the problem and 47% feel their actions would not make a difference.
    • On average, 62% of students are interested in contributing to environmental protection through their future careers, particularly girls, socio-economically advantaged students, higher performing students and students with pro-environmental attitudes.
    
                            
    
                            
    
                                | Education policies: Student outcomes | Education policies: Student engagement and motivation | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            
                
    
            
    
        
    
        
    
            
        
    
        
    
            
        
    

        
        
		
        
		
    
			
    
				Key
            
    
            Diagram of funding flows - Kenya
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
				Key
            
    
            Country Reviews for Kenya
            
    
            
    
			
    
        
    
		
              
              
              
              
              
              
              
        
    
            Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            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: https://www.oecd.org/en/about/members-partners.html
            

    
			Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026.
			

    
	    *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 2024 for more details about the data collections.
            

    
            For additional notes, please refer to annexes in the list of links below the introductory country profile text.