Country
Data profiles:
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Profile View
Select first some countries to compare, choose the charts you wish to display and customise them.
Attainment
The proportion of 25-64 year-olds who attained a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (0.3 %, rank 33/37 , 2021) Download Indicator
The level of below upper secondary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (7.8 %, rank 39/42 , 2021) Download Indicator
In Latvia, the share of 25-34 year-olds who attained a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (0.1 %, rank 31/34 , 2021) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of arts is one of the lowest among OECD countries and partner economies with available data. (2.2 %, rank 15/18 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is one of the highest among OECD countries and partner economies with available data. (18.1 %, rank 4/29 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health (nursing and associate health fields) is one of the lowest among OECD countries and partner economies with available data. (1.1 %, rank 14/14 , 2021) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health and welfare is one of the lowest among OECD countries and partner economies with available data. (7.2 %, rank 30/31 , 2021) Download Indicator
Participation in education
The percentage of students in public tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (8 %, rank 42/42 , 2020) Download Indicator
The percentage of students in government-dependent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (68.8 %, rank 3/22 , 2020) Download Indicator
In Latvia, the share of part-time students in bachelor's programmes is relatively large. (30.1 %, rank 5/34 , 2018) Download Indicator
The share of students enrolled in school- and work-based programmes among all upper secondary students enrolled in vocational programmes is one of the largest among OECD and partner countries with available data. (100 %, rank 1/22 , 2020) Download Indicator
Graduation by gender
Among OECD and partner countries with available data, Latvia has one of the largest shares of women graduates from tertiary programmes. (66.2 %, rank 1/35 , 2020) Download Indicator
In Latvia, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively high. (55.6 %, rank 5/42 , 2020) Download Indicator
In Latvia, the share of female doctoral graduates in the field of business, administration and law is relatively high. (63.2 %, rank 3/41 , 2020) Download Indicator
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Latvia is relatively high. (70.5 %, rank 4/25 , 2020) Download Indicator
In Latvia, 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. (9.1 %, rank 34/37 , 2020) Download Indicator
The share of male tertiary graduates in the field of education is relatively low in Latvia. (1.5 %, rank 41/41 , 2020) Download Indicator
In Latvia, the proportion of female graduates from upper secondary vocational programmes in the field health and welfare is one of the largest among OECD and partner countries. (92.3 %, rank 2/33 , 2020) Download Indicator
Graduation by age
The share of tertiary graduates younger than 30-years-old is one of the smallest among countries with available data. (67 %, rank 29/30 , 2020) Download Indicator
In Latvia, the percentage of first-time short-cycle tertiary graduates younger than 30 is relatively low. (46 %, rank 26/28 , 2020) Download Indicator
In Latvia, the percentage of first-time bachelor's graduates younger than 30 is relatively low. (76.9 %, rank 29/33 , 2020) Download Indicator
In Latvia, the percentage of first-time doctorate graduates younger than 35 is relatively low. (40.8 %, rank 29/32 , 2020) Download Indicator
Graduation by field of education
The share of doctoral graduates in the field of arts and humaties in Latvia is relatively small. (3.3 %, rank 41/42 , 2020) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Latvia is relatively large. (15.8 %, rank 4/42 , 2020) Download Indicator
In Latvia, 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. (0.3 %, rank 29/33 , 2020) Download Indicator
Fields of education
In Latvia, the percentage of new entrants to tertiary education in the field of arts and humanities is relatively low. (6.6 %, rank 33/36 , 2020) Download Indicator
The percentage of students enrolled in the field of arts and humanities among all national tertiary students in Latvia is relatively low. (7.6 %, rank 31/35 , 2020) Download Indicator
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all national tertiary students in Latvia is relatively low. (2.9 %, rank 31/35 , 2020) Download Indicator
In Latvia, the share of male among new entrants in doctoral programmes enrolled in the field of information and communication technologies is relatively small. (60.5 %, rank 31/33 , 2020) Download Indicator
In Latvia, the share of new entrants in short-cycle tertiary programmes in the field of arts and humanities is relatively small. (1 %, rank 29/31 , 2020) Download Indicator
In Latvia, the share of women among new entrants in bachelor's programmes in the field of health and welfare is one of the largest among OECD and partner countries with available data. (87.1 %, rank 3/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in education in Latvia is one of the largest compared to other OECD countries and partner economies. (88.1 %, rank 3/36 , 2020) Download Indicator
The share of female students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Latvia is one of the largest compared to other OECD countries and partner economies. (64.3 %, rank 3/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in natural sciences, mathematics and statistics in Latvia is one of the smallest compared to other OECD countries and partner economies. (35.7 %, rank 34/36 , 2020) Download Indicator
The share of male students entering short cycle tertiaryprogrammes in natural sciences, mathematics and statistics in Latvia is one of the smallest compared to other OECD countries and partner economies. (28.6 %, rank 21/22 , 2020) Download Indicator
In Latvia, the share of men among new entrants in bachelor's programmes in the field of health and welfare is one of the smallest among OECD and partner countries with available data. (12.9 %, rank 34/36 , 2020) Download Indicator
The share of male students entering master's or equivalent programmes in education in Latvia is one of the smallest compared to other OECD countries and partner economies. (11.9 %, rank 34/36 , 2020) Download Indicator
The share of male students entering short-cycle tertiary programmes in education in Latvia is one of the smallest compared to other OECD countries and partner economies. (1.7 %, rank 21/22 , 2020) Download Indicator
The share of male students entering short-cycle tertiary programmes in health and welfare in Latvia is one of the smallest compared to other OECD countries and partner economies. (8.8 %, rank 28/30 , 2020) Download Indicator
In Latvia, the percentage of new entrants to doctoral programmes in the field of agriculture, forestry, fisheries and veterinary is relatively low, compared to other countries with available data. (1 %, rank 30/34 , 2020) Download Indicator
In Latvia, the percentage of new entrants to doctoral programmes in the field of business, administration and law is relatively high, compared to other countries with available data. (18 %, rank 2/34 , 2020) Download Indicator
In Latvia, the percentage of new entrants to doctoral programmes in the field of health and welfare is relatively low, compared to other countries with available data. (8.4 %, rank 31/34 , 2020) Download Indicator
In Latvia, the percentage of new entrants to doctoral programmes in the field of information and communication technologies is relatively high, compared to other countries with available data. (7.8 %, rank 3/33 , 2020) Download Indicator
In Latvia, the percentage of new entrants to doctoral programmes in the field of social sciences, journalism and information is relatively high, compared to other countries with available data. (15.7 %, rank 5/34 , 2020) Download Indicator
Student mobility
In Latvia, the proportion of new international entrants in master's long first degree (LFD) programmes is relatively high. (44 %, rank 1/21 , 2020) Download Indicator
In Latvia, the share of international or foreign students enrolled in bachelor's programmes among men is relatively high compared to other OECD and partner countries. (17.3 %, rank 5/37 , 2020) Download Indicator
In Latvia, the share of international or foreign students enrolled in master's programmes among men is relatively high compared to other OECD and partner countries. (38.9 %, rank 4/37 , 2020) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of education among all international or foreign tertiary students in Latvia is relatively low. (0.5 %, rank 33/33 , 2020) Download Indicator
The percentage of students enrolled in the field of arts and humanities among all international or foreign tertiary students in Latvia is relatively low. (2.5 %, rank 33/33 , 2020) Download Indicator
The percentage of students enrolled in the field of social sciences, journalism and information among all international or foreign tertiary students in Latvia is relatively low. (4.4 %, rank 31/33 , 2020) Download Indicator
The percentage of students enrolled in the field of business, administration and law among all international or foreign tertiary students in Latvia is relatively high. (38.2 %, rank 2/33 , 2020) Download Indicator
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all international or foreign tertiary students in Latvia is relatively low. (0.6 %, rank 33/33 , 2020) Download Indicator
In Latvia, 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. (7.7 %, rank 34/35 , 2020) Download Indicator
In Latvia, the percentage of international doctoral graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (0 %, rank 32/35 , 2020) Download Indicator
Expenditure per student
Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (6865 USD Equivalent, rank 32/36 , 2019) Download Indicator
Expenditure per student for ancillary services on primary, secondary and post-secondary non-tertiary education in Latvia is comparatively low. (115 USD Equivalent, rank 26/27 , 2019) Download Indicator
Expenditure per student for ancillary educational services on primary to tertiary education in Latvia is comparatively low. (119 USD Equivalent, rank 24/24 , 2019) Download Indicator
Expenditure in education and national wealth
In Latvia, 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. (88 Index, rank 33/34 , 2019) Download Indicator
In Latvia, expenditure on educational institutions as a percentage of GDP for primary to tertiary education is low compared to 2015. (89 Index, rank 30/34 , 2019) Download Indicator
In Latvia, the international expenditure as a percentage of GDP from initial source of funds on primary to tertiary education is high. (0.4 %, rank 2/30 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on tertiary education in Latvia is one of the highest among OECD and partner countries with available data. (5.1 %, rank 3/31 , 2019) Download Indicator
Public and private expenditure in education
Compared to 2015, the share of public expenditure on educational institutions as a percentage of total government expenditure, for primary to tertiary education is comparatively small. (81 Index, rank 36/37 , 2019) Download Indicator
The relative share of international expenditure on primary to tertiary education from initial source of funds is relatively large in Latvia. (9.3 %, rank 3/28 , 2019) Download Indicator
Compared to 2015, the share of total public expenditure from initial source of funds for primary to tertiary education is comparatively small in Latvia. (91 Index, rank 35/37 , 2019) Download Indicator
Nature of expenditure
In Latvia, the share of current expenditure on primary education is one of the smallest among OECD and partner countries with available data. (83 %, rank 32/33 , 2019) Download Indicator
In Latvia, 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. (82 %, rank 33/33 , 2019) Download Indicator
The share of capital expenditure for primary to tertiary education in Latvia is one of the highest among OECD and partner countries with available data. (17.4 %, rank 1/31 , 2019) Download Indicator
The share of current expenditure for primary to tertiary education in Latvia is one of the lowest among OECD and partner countries with available data. (82.6 %, rank 31/31 , 2019) Download Indicator
The percentage of capital expenditure on secondary education is relatively in Latvia. (18.6 %, rank 1/33 , 2019) Download Indicator
The percentage of current expenditure on secondary education is relatively in Latvia. (81.4 %, rank 33/33 , 2019) Download Indicator
In Latvia, the share of current expenditure on post-secondary non-tertiary education is comparatively low. (76.6 %, rank 17/17 , 2019) Download Indicator
The percentage of capital expenditure on tertiary education is relatively in Latvia. (16.2 %, rank 3/32 , 2019) Download Indicator
The percentage of current expenditure on tertiary education is relatively in Latvia. (83.8 %, rank 30/32 , 2019) Download Indicator
Teachers
The number of hours per year primary teachers spend teaching in public institutions is comparatively low in Latvia. (630 Hours, rank 29/33 , 2021) Download Indicator
The number of days of instruction in a school year in primary school is especially low. (160 Days, rank 33/33 , 2021) Download Indicator
The number of days of instruction in a school year in lower secondary school is especially low. (170 Days, rank 29/31 , 2021) Download Indicator
The number of days of instruction in a school year in upper secondary school is especially low. (170 Days, rank 29/31 , 2021) Download Indicator
The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively high in Latvia. (1368 Hours, rank 2/27 , 2021) Download Indicator
Who the teachers are
The share of women among teaching staff in lower secondary education is one of the largest among OECD and partner countries with available data. (84.7 %, rank 1/40 , 2020) Download Indicator
The share of women among teaching staff in upper secondary education is one of the largest among OECD and partner countries with available data. (80.4 %, rank 1/42 , 2020) Download Indicator
The share of women among teaching staff in tertiary education is one of the largest among OECD and partner countries with available data. (54.6 %, rank 2/38 , 2020) Download Indicator
The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (83.5 %, rank 1/33 , 2019) Download Indicator
The percentage of primary teachers aged between 30 and 49 is especially low. (44.1 %, rank 35/38 , 2019) Download Indicator
The percentage of lower secondary teachers aged between 30 and 49 is especially low. (36.8 %, rank 35/35 , 2019) Download Indicator
The percentage of upper secondary teachers aged between 30 and 49 is especially low. (37.1 %, rank 37/37 , 2019) Download Indicator
The percentage of primary to upper secondary teachers aged between 30 and 49 is especially low. (40.1 %, rank 37/37 , 2019) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially high. (52.5 %, rank 3/37 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in lower secondary education is especially high in Latvia. (86.8 %, rank 1/35 , 2019) Download Indicator
The percentage of female teachers aged 50 or more in tertiary education is especially high in Latvia. (54.5 %, rank 2/33 , 2019) Download Indicator
In Latvia, the share of short-cycle tertiary female teachers younger than 30 is relatively high, compared to other countries with data available. (69 %, rank 5/22 , 2019) Download Indicator
In Latvia, the share of tertiary female teachers younger than 30 is relatively high, compared to other countries with data available. (67.9 %, rank 3/23 , 2019) Download Indicator
In Latvia, the share of bachelor's, master's and doctoral level female teachers older than 50 is relatively high, compared to other countries with data available. (52.5 %, rank 2/30 , 2019) Download Indicator
Teachers' salaries
The average actual pre-primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (21959 USD Equivalent, rank 20/21 , 2021) Download Indicator
The average actual primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (27387 USD Equivalent, rank 24/25 , 2021) Download Indicator
The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (29169 USD Equivalent, rank 22/25 , 2021) Download Indicator
The average actual upper secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (31864 USD Equivalent, rank 21/25 , 2021) Download Indicator
The average actual salary of 25-64 year-old lower secondary teachers is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (29164 USD Equivalent, rank 19/21 , 2021) Download Indicator
The average actual salary 25-64 year-old lower secondary teachers is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (28885 USD Equivalent, rank 20/21 , 2021) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the lowest in Latvia relatively compared to OECD and partner countries with available data. (29167 USD Equivalent, rank 19/21 , 2021) Download Indicator
The average actual salaries of 35-44 year-old lower-secondary teachers is one of the lowest in Latvia. (29554 USD Equivalent, rank 19/21 , 2021) Download Indicator
The average actual salaries of 45-54 year-old lower-secondary teachers is one of the lowest in Latvia. (29400 USD Equivalent, rank 19/21 , 2021) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the lowest in Latvia. (28594 USD Equivalent, rank 21/21 , 2021) Download Indicator
Teachers' salaries progression
Starting salaries for teachers with minimum training in primary education are especially low. (16534 USD Equivalent, rank 36/38 , 2021) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially low. (16534 USD Equivalent, rank 36/38 , 2021) Download Indicator
Starting salaries for upper secondary teachers with minimum training are especially low. (16534 USD Equivalent, rank 36/38 , 2021) Download Indicator
Starting salaries for pre-primary teachers with minimum training are especially low. (16534 USD Equivalent, rank 27/30 , 2021) Download Indicator
Principals' salaries
The average pre-primary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (32575 USD Equivalent, rank 17/17 , 2021) Download Indicator
The average primary school heads' actual salary is one of the lowest in Latvia relatively compared to OECD and partner countries with available data. (35827 USD Equivalent, rank 22/22 , 2021) Download Indicator
The average lower secondary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (34187 USD Equivalent, rank 22/22 , 2021) Download Indicator
The average upper-secondary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (41700 USD Equivalent, rank 21/22 , 2021) Download Indicator
In Latvia, the average actual salaries of 25-34 year-old lower-secondary school heads is relatively low compared to OECD and partner countries with available data. (41303 USD Equivalent, rank 14/15 , 2021) Download Indicator
The average actual salaries of 35-44 year-old lower secondary school heads is one of the lowest in Latvia. (33909 USD Equivalent, rank 19/20 , 2021) Download Indicator
The average actual salaries of 45-54 year-old lower secondary school heads is one of the lowest in Latvia. (33951 USD Equivalent, rank 20/20 , 2021) Download Indicator
The average actual salaries of 55-64 year-old lower secondary school heads is one of the lowest in Latvia. (33571 USD Equivalent, rank 20/20 , 2021) Download Indicator
The average actual salaries of lower secondary men school heads aged 25 to 64 is one of the lowest in Latvia. (35323 USD Equivalent, rank 20/20 , 2021) Download Indicator
The average actual salaries of lower secondary women school heads aged 25 to 64 is one of the lowest in Latvia. (33788 USD Equivalent, rank 20/20 , 2021) Download Indicator
Professional development of teachers
The total duration for intial teacher pre-primary education, in years, is one of the lowest among OECD and partner countries. (2 Years, rank 28/30 , 2021) Download Indicator
Ratio of student to teaching staff
In Latvia, the number of students per teacher in general upper secondary education is one of the lowest among OECD and partner countries with available data. (9.1 Ratio, rank 33/33 , 2019) Download Indicator
The ratio of students to teaching staff at the vocational upper secondary level is especially high in Latvia. (18.9 Ratio, rank 4/30 , 2019) Download Indicator
The ratio of students to teaching staff at the lower secondary level in private institutions is especially low in Latvia. (7.6 Ratio, rank 37/39 , 2020) Download Indicator
The ratio of students to teaching staff at the lower secondary level in independent private institutions is especially low in Latvia. (7.6 Ratio, rank 19/21 , 2019) Download Indicator
In Latvia, the number of students per teacher in government-dependent private institutions tertiary education is one of the highest among countries with available data. (16.4 Ratio, rank 4/13 , 2019) Download Indicator
Class size
Classes in public primary institutions are comparatively small in Latvia. (17 Students, rank 31/35 , 2019) Download Indicator
Classes in in private primary institutions are comparatively small in Latvia. (10 Students, rank 31/31 , 2019) Download Indicator
Classes in lower secondary public institutions are comparatively small in Latvia. (17 Students, rank 33/33 , 2019) Download Indicator
Classes in lower secondary private institutions are comparatively small in Latvia. (16 Students, rank 29/31 , 2019) Download Indicator
In independent private institutions at primary education level, classes are one of the smallest in Latvia among OECD and partner countries with available data. (10 Students, rank 17/17 , 2019) Download Indicator
In Latvia, classes in primary education are comparatively small. (17 Students, rank 28/31 , 2019) Download Indicator
In independent private institutions at lower secondary level, classes are one of the smallest in Latvia among OECD and partner countries with available data. (16 Students, rank 15/17 , 2019) Download Indicator
In Latvia, classes in lower secondary education are comparatively small. (17 Students, rank 31/31 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is high compared to other OECD and partner countries. (96.8 %, rank 3/35 , 2021) Download Indicator
Employment by field of education
The employment rate among 25-64 year-olds with tertiary education who studied in the field of arts is high compared to other OECD and partner countries. (90.8 %, rank 1/17 , 2021) Download Indicator
The employment rate among 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is high compared to other OECD and partner countries. (90.4 %, rank 4/29 , 2021) Download Indicator
The employment rate among 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is high compared to other OECD and partner countries. (90.7 %, rank 3/31 , 2021) Download Indicator
Unemployment and educational attainment
In Latvia, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with tertiary education is relatively high. (43.1 %, rank 3/31 , 2021) Download Indicator
Earnings and educational attainment
Earnings of 25-64 year-old full- and part-time workers with a Master's, doctoral or equivalent education degree are comparatively low. (153.3 %, rank 29/31 , 2020) Download Indicator
Compared to other countries with available data, earnings of 25-64 year-olds full- and part-time with below secondary education compared to those of adults with an upper secondary education are relatively high in Latvia. (92.7 %, rank 1/37 , 2020) Download Indicator
Compared to other countries with available data, earnings of 25-64 year-olds with below secondary education compared to those of adults with an upper secondary education are relatively high in Latvia. (93.3 %, rank 4/37 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with below upper secondary education are one of the lowest among countries with available data. (70.2 %, rank 33/37 , 2020) Download Indicator
Earnings by field of education
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Latvia who studied in the field of arts and humanities, social sciences, journalism and information are high, when compared to earnings of adults with an upper secondary education. (84.9 %, rank 3/15 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Latvia who studied in the field of education, are low, when compared to earnings of adults with an upper secondary education. (71.9 %, rank 14/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Latvia who studied in the field of education, are low, when compared to earnings of adults with an upper secondary education. (72.5 %, rank 12/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Latvia who studied in the field of information and communication technologies (ICT), are high, when compared to earnings of adults with an upper secondary education. (143.2 %, rank 2/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Latvia who studied in the field of information and communication technologies (ICT), are high, when compared to earnings of adults with an upper secondary education. (140.1 %, rank 2/16 , 2020) Download Indicator
Participation in education by gender
The share of female students entering bachelor's programmes in Latvia is relatively small. (48.2 %, rank 36/38 , 2020) Download Indicator
General findings
- Tertiary attainment has increased strongly in most OECD countries among 25-34 year olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021.
- Higher educational attainment leads to better labour-market outcomes including higher wages and higher employment rates.
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
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- Tertiary attainment has increased strongly in most OECD countries among 25-34 year-olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021. In this age group, the share of individuals with tertiary attainment is 7 percentage points higher than the share of individuals with upper secondary or post-secondary non-tertiary attainment on average across OECD countries. If current trends continue, a tertiary education will be the most common attainment among working-age adults on average across OECD countries within a few years.
- Higher educational attainment leads to better labour-market outcomes. In 2021, on average, employment rates for tertiary-educated young adults (25-34 year-olds) are 8 percentage points higher than those who have attained upper secondary or post-secondary non-tertiary education and 26 percentage points higher than those who have attained below upper secondary education across OECD countries.
- Greater educational attainment yields better earnings and this holds true for higher levels of tertiary attainment in most countries. On average across the OECD, full-time full-year workers who attained short-cycle tertiary education earned 20% more than those with upper secondary attainment in 2020. This earnings advantage increases to 44% among those who attained a bachelor's or equivalent qualification and to 88% among those with a master's or doctoral or equivalent degree.
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- On average, the vast majority (88%) of children between the age of 3 and 5 are enrolled in early childhood education (ECE) across the OECD. In a few countries, it is also common for younger children between the age of 0 and 2 to participate in ECE and over 50% of children in this age group are enrolled. However, only 27% of under-threes are enrolled in ECE on average across the OECD.
- In almost all countries with available data, the majority of upper secondary graduates from general programmes are women. Men dominate graduation from vocational programmes in almost three-quarters of the countries.
- While the average age of first-time graduates from general upper secondary education does not differ much across countries, the difference widens in vocational education, ranging from 16 to 34 years.
- Around one-fifth of tertiary students are enrolled on a part-time basis, but large differences exist across OECD countries. Studying part-time is especially common in many Nordic countries, Australia, New Zealand and the United States, where more than 30% of students study part-time. However, in some countries like the Czech Republic, and Greece, less than 5% of students study part-time.
- Students are more likely to cross borders to pursue their studies as they reach more advanced levels of education. Internationally mobile students account for only 7% of bachelor's students, but 17% of master's students and 26% of doctoral students on average in OECD countries.
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- Total public spending on education (from primary to tertiary level) averages 10.6% of total government expenditure across OECD countries, from around 7% to 17%. The largest share of government funding is devoted to primary and secondary levels, explained by near-universal enrolment rates at those levels of education and the greater contribution of private sources at tertiary level.
- On average across OECD countries, expenditure on primary education amounts to 30% of the funding for educational institutions, while secondary education accounts for 39%.
- In 2019, OECD countries spent an average of USD 17 559 per student per year at the tertiary level. However, this average is driven up by high values in a few countries, reaching over USD 25 000 in Luxembourg, Norway, Sweden, the United Kingdom and the United States.
- On average across OECD countries, 63% of total expenditure on tertiary educational institutions goes to core services (e.g. teachers' salaries, school buildings, teaching materials and administration), 33% on research and development activities, and 4% on ancillary services (e.g. meals and transport).
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
- On average across OECD countries, public funds account for 83% of total spending on educational institutions. Private sources are more important at the tertiary level, where they make up 31% of all expenditure compared to just 10% at the non-tertiary levels (primary, secondary and post-secondary non-tertiary).
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- Teachers' actual salaries at pre-primary, primary and general secondary level are 4-14% lower than the earnings of tertiary-educated workers on average across OECD countries and other participants. School heads' actual salaries are substantially higher than those of teachers across primary and secondary education.
- Teachers in public schools in OECD and partner countries are required to teach on average 987 hours per year at pre-primary level, 784 hours at primary level, 711 hours at lower secondary level (general programmes) and 684 hours at upper secondary level (general and vocational programmes).
- Typically, the duration of initial teacher education programmes varies from 3 years to 6.5 years, for prospective lower secondary teachers of general subjects. A tertiary qualification is awarded upon completion of the programme in most countries, regardless of the level of education at which the teacher will teach.
- Continuing professional development is compulsory to some extent for teachers of general subjects at least at one level of education in most countries with data, except Denmark, Italy, the Netherlands and New Zealand. It can be either generally compulsory for all teachers as a regular part of their work, or for some teachers for specific purposes such as promotion or salary increases, or in some cases, both.
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All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.