Country
Data profiles:
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2019) |
| 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 2019) |
| 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
The percentage of first-time graduates in vocational programmes at upper secondary level is one of the highest among OECD and partner countries with available data. (54.1 %, rank 9/32 , 2017) Download Indicator
The average age of upper secondary graduates from vocational programmes in Netherlands is one of the highest among OECD and partner countries with available data (22 Years, rank 10/36 , 2017) Download Indicator
The average age of upper secondary graduates from general programmes in Netherlands is one of the lowest among OECD and partner countries with available data (17.1 Years, rank 36/38 , 2017) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of business, administration and law is one of the highest among OECD countries and partner economies with available data. (27.7 %, rank 8/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of engineering, manufacturing and construction is one of the lowest among OECD countries and partner economies with available data. (11.3 %, rank 28/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of health (medical and dental) is one of the highest among OECD countries and partner economies with available data. (3.5 %, rank 9/14 , 2018) Download Indicator
Participation in education
The proportion of 25-64 years-old adults with below upper secondary education participating in formal education is high in Netherlands. (6.1 %, rank 9/24 , 2016) Download Indicator
Among adults (25-64 years-old) with below upper secondary education, a high proportion participate in non-formal education. (36 %, rank 4/33 , 2016) Download Indicator
Among adults (25-64 years-old) with tertiary education, a high participate in non-formal education. (79.6 %, rank 2/36 , 2016) Download Indicator
Participation rate of 25-64 year-olds in job-related non-formal education not sponsored by the employer is low in Netherlands, compared to other countries with available data. (8 %, rank 25/34 , 2016) Download Indicator
The enrolment rate among 15-19 year-olds in Netherlands is one of the highest among OECD and partner countries with available data. (93.1 %, rank 4/39 , 2017) Download Indicator
In Netherlands, the average age of new entrants into doctoral programmes is one of the lowest among OECD and partner countries with available data. (27 Years, rank 35/36 , 2017) Download Indicator
In Netherlands, the share of part-time students in master's programmes is relatively large. (35.5 %, rank 10/30 , 2017) Download Indicator
Graduation expectancy
The percentage of young people expected to graduate from vocational programmes in upper secondary education during their lifetimes in Netherlands is comparatively high (48.1 %, rank 8/34 , 2017) Download Indicator
The percentage of today's young people expected to graduate from a doctoral or equivalent programme in Netherlands ranks as one of the highest among OECD and partner countries with available data. (2.2 %, rank 10/39 , 2017) Download Indicator
Excluding mobile students, Netherlands has one of the lowest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (0.8 %, rank 19/23 , 2017) Download Indicator
Excluding mobile students, Netherlands has one of the lowest percentages of young people expected to graduate from short tertiary education before the age of 30. (0.6 %, rank 17/21 , 2017) Download Indicator
Netherlands has one of the highest percentages of young people expected to obtain a bachelor's or an equivalent degree during their lifetime. (46 %, rank 10/37 , 2017) Download Indicator
Graduation by gender
In Netherlands, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively low. (36.7 %, rank 41/43 , 2017) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of information and communication technologies is one of the lowest among OECD and partner countries with available data. (2.5 %, rank 36/43 , 2017) Download Indicator
The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (8.1 %, rank 38/44 , 2017) Download Indicator
The share of doctoral graduates in the field of education in Netherlands is relatively small. (1.4 %, rank 41/45 , 2017) Download Indicator
The share of doctoral graduates in the field of arts and humaties in Netherlands is relatively small. (7.9 %, rank 37/45 , 2017) Download Indicator
In Netherlands, the proportion of upper secondary vocational graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (17.8 %, rank 31/33 , 2017) Download Indicator
Fields of education
In Netherlands, the percentage of new entrants to tertiary education in the field of engineering, manufacturing and construction is relatively low. (9.6 %, rank 32/35 , 2017) Download Indicator
The share of female who enter tertiary education in the field of arts and humanities is one of the smallest among OECD and partner countries with available data. (57.2 %, rank 30/34 , 2017) 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. (45.6 %, rank 32/34 , 2017) 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. (44.7 %, rank 30/34 , 2017) Download Indicator
The share of female who enter tertiary education in the field of information and communication technologies (ICTs) is one of the smallest among OECD and partner countries with available data. (12.5 %, rank 29/33 , 2017) Download Indicator
The percentage of national tertiary students enrolled in the field of arts and humanities in Netherlands is relatively low. (7.9 %, rank 32/37 , 2017) Download Indicator
The percentage of national tertiary students enrolled in the field of engineering, manufacturing and construction in Netherlands is relatively low. (8.8 %, rank 33/37 , 2017) Download Indicator
In Netherlands, the share of female among new entrants to doctoral programmes enrolled in the field of natural sciences, mathematics and statistics is relatively small. (34.5 %, rank 33/34 , 2017) Download Indicator
In Netherlands, the share of female among new entrants to doctoral programmes enrolled in the field of information and communication technologies is relatively small. (14.1 %, rank 30/32 , 2017) Download Indicator
In Netherlands,the share of male among new entrants to doctoral programmes enrolled in the field of education is relatively small. (16 %, rank 30/33 , 2017) Download Indicator
Student mobility
Netherlands has one of the largest proportion of international or foreign students enrolled in tertiary education among OECD and partner countries with available data. (11 %, rank 9/46 , 2017) Download Indicator
In Netherlands, the number of international or foreign students per national student abroad is one of the highest among OECD and partner countries with available data. (5 Students, rank 8/46 , 2017) Download Indicator
In Netherlands, international students from Africa are lowest represented among all international students, compared to other OECD and partner countries with available data. (1.3 %, rank 39/45 , 2017) Download Indicator
Student mobility by field of education
The percentage of international tertiary students enrolled in the field of social sciences, journalism and information in Netherlands is relatively high. (18.1 %, rank 6/37 , 2017) Download Indicator
The percentage of international tertiary students enrolled in the field of business, administration and law in Netherlands is relatively high. (29.5 %, rank 10/36 , 2017) Download Indicator
Organisation of the education system
In Netherlands, the intended instruction time for primary students, in hours per year, is one of the longest among OECD and partner countries with available data. (940 Hours, rank 8/29 , 2019) Download Indicator
In Netherlands, compulsory instruction time for lower secondary students, in hours per year, is one of the longest among OECD and partner countries with available data. (1000 Hours, rank 8/36 , 2019) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (19513 USD Equivalent, rank 7/35 , 2016) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (12926 USD Equivalent, rank 9/35 , 2016) Download Indicator
Annual expenditure per pupil at the pre-primary level is one of the lowest among OECD and partner countries with available data. (6538 USD Equivalent, rank 23/31 , 2016) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (13006 USD Equivalent, rank 7/35 , 2016) Download Indicator
Annual expenditure per student for core and ancillary services, from primary to below-tertiary institutions is one of the highest among OECD and partner countries with available data. (11121 USD Equivalent, rank 10/35 , 2016) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (12517 USD Equivalent, rank 7/32 , 2016) Download Indicator
In Netherlands, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary, is relatively high. (11121 USD Equivalent, rank 10/35 , 2016) Download Indicator
Expenditure in education and national wealth
In Netherlands, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (1.7 %, rank 8/35 , 2016) Download Indicator
Public and private expenditure in education
Expenditure on all children aged 3 to 5 enrolled in early childhood and primary education is one of the lowest in Netherlands compared to OECD and partner countries with available data. (12 USD Equivalent, rank 21/30 , 2016) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (17 Ratio, rank 7/38 , 2016) Download Indicator
Who the teachers are
The share of women among teaching staff in pre-primary education is one of the smallest among OECD and partner countries with available data. (87.7 %, rank 40/40 , 2017) Download Indicator
The share of women among teaching staff in lower secondary education is one of the smallest among OECD and partner countries with available data. (53 %, rank 37/39 , 2017) Download Indicator
The share of women among teaching staff is one of the smallest among OECD and partner countries with available data. (65.8 %, rank 24/32 , 2017) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially high. (14 %, rank 8/34 , 2017) Download Indicator
The percentage of lower secondary teachers aged between 30 and 49 is especially low. (45.6 %, rank 29/34 , 2017) Download Indicator
The percentage of upper secondary teachers aged between 30 and 49 is especially low. (41.6 %, rank 32/34 , 2017) Download Indicator
The percentage of primary to upper secondary teachers aged between 30 and 49 is especially low. (46.5 %, rank 29/34 , 2017) Download Indicator
Teachers' salaries
After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (76006 USD Equivalent, rank 3/33 , 2018) Download Indicator
The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.71 Ratio, rank 22/27 , 2017) Download Indicator
The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (68771 USD Equivalent, rank 2/28 , 2017) Download Indicator
After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (76006 USD Equivalent, rank 3/33 , 2018) Download Indicator
The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Netherlands. (1.03 Ratio, rank 6/22 , 2017) Download Indicator
The salaries of 55-64 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Netherlands. (0.85 Ratio, rank 8/22 , 2017) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in Netherlands relatively compared to OECD and partner countries with available data. (53994 USD Equivalent, rank 1/23 , 2017) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in Netherlands. (76347 USD Equivalent, rank 2/23 , 2017) Download Indicator
Teachers' salaries progression
The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the most rewarding among OECD and partner countries with available data. (2.05 Ratio, rank 5/34 , 2018) Download Indicator
Starting salaries for teachers with minimum training in primary education are especially high. (42133 USD Equivalent, rank 7/37 , 2018) Download Indicator
Salaries of primary school teachers with minimum training at the top of scale are especially high. (67147 USD Equivalent, rank 8/34 , 2018) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially high. (43132 USD Equivalent, rank 7/37 , 2018) Download Indicator
Salaries of lower secondary teachers with minimum training after 10 years of experience are especially high. (66101 USD Equivalent, rank 4/34 , 2018) Download Indicator
Principals' salaries
Primary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Netherlands. (1 Ratio, rank 21/22 , 2017) Download Indicator
The average lower secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (96178 USD Equivalent, rank 3/23 , 2017) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively high compared to other OECD and partner countries. (76.2 %, rank 9/38 , 2018) Download Indicator
Unemployment and educational attainment
The inactivity rate of 25-34 years-old adults with tertiary education is low in Netherlands. (6.4 %, rank 40/43 , 2018) Download Indicator
Earnings and educational attainment
Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the highest among countries with available data. (87 %, rank 3/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education and income from employment) are one of the highest among countries with available data. (83.3 %, rank 5/37 , 2016) Download Indicator
Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the highest among countries with available data. (84.9 %, rank 8/37 , 2016) Download Indicator
Neither in education nor employed
The proportion of 15-19 year-olds who are neither employed nor in education or training is comparatively small in Netherlands. (3.3 %, rank 34/40 , 2018) Download Indicator
The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively small in Netherlands. (7.7 %, rank 39/40 , 2018) Download Indicator
The proportion of 25-29 year-olds who are neither employed nor in education or training is comparatively small in Netherlands. (9.7 %, rank 37/40 , 2018) Download Indicator
The percentage of 15-19 years-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (3.6 %, rank 32/39 , 2018) Download Indicator
The percentage of 20-24 years-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (7.2 %, rank 38/40 , 2018) Download Indicator
The percentage of 25-29 years-old men neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (7.7 %, rank 36/40 , 2018) Download Indicator
The percentage of 15-19 years-old women neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (2.9 %, rank 33/40 , 2018) Download Indicator
The percentage of 20-24 years-old women neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (8.1 %, rank 39/40 , 2018) Download Indicator
The percentage of 25-29 years-old women neither employed nor in education or training is one of the lowest among OECD countries and partner economies with available data. (11.7 %, rank 37/40 , 2018) Download Indicator
Migrant background
The employment rate of foreign-born aged between 25 and 64 and without upper secondary education is comparatively low. (48.6 %, rank 24/27 , 2015) Download Indicator
The percentage of native-born 15-29 year-olds neither employed nor in education and training is one of the lowest among OECD and partner countries with available data. (6.4 %, rank 29/30 , 2015) Download Indicator
The percentage of native-born 15-29 year-olds not in education is one of the lowest among OECD and partner countries with available data. (42.8 %, rank 27/30 , 2015) Download Indicator
Social outcomes
In Netherlands, a large share of adults (25-64 years-old) with below upper secondary education participated in formal voluntary activities in the 12 months prior to the survey. (32.6 %, rank 3/28 , 2015) Download Indicator
In Netherlands, a large share of adults (25-64 years-old) with tertiary education participated in formal voluntary activities in the 12 months prior to the survey. (50.1 %, rank 3/29 , 2015) Download Indicator
Among 25-64 years-old adults with below upper secondary education, a low proportion have someone to ask for moral, material or financial help. (85.1 %, rank 27/29 , 2015) Download Indicator
Among 25-64 years-old adults with tertiary education, a low proportion have someone to ask for moral, material or financial help. (96.4 %, rank 20/29 , 2015) Download Indicator
Compared to other countries with available data, the percentage of adults (25-64 years old) with below upper secondary education who actively participate in social media on a daily basis is high in Netherlands. (36.1 %, rank 6/29 , 2015) Download Indicator
Among employed adults (25-64 years-old) with below upper secondary education, a small share have difficulties to fulfill their family responsabilities because of their jobs, compared to other countries with available data. (27 %, rank 18/18 , 2015) Download Indicator
Among employed adults (25-64 years-old) with upper secondary or post-secondary non-tertiary education, a small share have difficulties to fulfill their family responsabilities because of their jobs, compared to other countries with available data. (35 %, rank 29/32 , 2015) Download Indicator
Among employed adults (25-64 years-old) with tertiary education, a small share have difficulties to fulfill their family responsabilities because of their jobs, compared to other countries with available data. (44 %, rank 24/32 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with below upper secondary education who have concentration difficulties at work because of family responsabilities is low in Netherlands. (12.5 %, rank 18/18 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with upper secondary or post-secondary non-tertiary education who have concentration difficulties at work because of family responsabilities is low in Netherlands. (16.1 %, rank 32/32 , 2015) Download Indicator
The proportion of employed adults (25-64 years-old) with tertiary education who have concentration difficulties at work because of family responsabilities is low in Netherlands. (19.9 %, rank 31/32 , 2015) Download Indicator
Weekly working hours among employed 25-64 year-olds with below upper secondary education are short in Netherlands compared to other OECD countries. (32.1 Hours/week, rank 28/28 , 2015) Download Indicator
Weekly working hours among employed 25-64 year-olds with upper secondary or post-secondary non-tertiary education are short in Netherlands compared to other OECD countries. (33.7 Hours/week, rank 28/28 , 2015) Download Indicator
Weekly working hours among employed 25-64 year-olds with tertiary education are short in Netherlands compared to other OECD countries. (35.3 Hours/week, rank 28/28 , 2015) Download Indicator
Among employed 25-64 year-olds with tertiary education, a large share have high flexibility of working hours. (41.6 %, rank 7/28 , 2015) Download Indicator
General findings
- In 2018, 44% of 25-34 year-olds held a tertiary degree, compared to 35% in 2008, on average across OECD countries.
- Tertiary-educated adults also reap higher earnings, although this varies by field of study. Their advantage increases with age too: 25-34 year-olds with tertiary education earn 38% more than their peers with upper secondary education while 45-54 year-olds earn 70% more.
- While engineering, manufacturing and construction, and information and communication technologies are two fields most commonly associated with the best labour market outcomes, only 14% of graduates earned a degree in the former and 4% earned a degree in the latter in 2017.
Visualisations
to display other variables
to display other variables
to display other variables
- Although graduation from upper secondary education increased by 6 percentage points between 2005 and 2017, 15% of 25-34 year-olds did not attain upper secondary education in 2018, on average across OECD countries.
- In some countries, vocational programmes are prominent at the upper secondary level. On average across OECD countries, 40% of first-time upper secondary graduates earned a vocational qualification in 2017; in Austria, the Czech Republic, the Slovak Republic and Slovenia, more than 66% of this population did.
- At the lower secondary level, the average class shrank by 6% while teachers' statutory salaries increased by 8% between 2005 and 2017, on average across OECD countries.
Visualisations
to display other variables
to display other variables
to display other variables
- In 2017, more than one in three children under the age of three were enrolled in early childhood education and care services, on average across OECD countries - an increase of 7 percentage points compared to 2010.
- Between the age of 3 to 5, on average across OECD countries, 87% of children are enrolled in pre-primary and primary education.
- Annual expenditure per child in early childhood development programmes was greater than in pre-primary education in 2016 on average across OECD countries. However, as a share of GDP, expenditure on early childhood development is lower.
Visualisations
to display other variables
to display other variables
to display other variables
- In 2016, expenditure per tertiary student amounted to USD 15 556, approximately one-third of which was devoted to research and development.
- Private sources financed more than 30% of the expenditure, on average, at the tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
- OECD countries spent an average of 3.5% of GDP on primary, secondary and post-secondary non-tertiary institutions in 2016, and public expenditure at this level increased by 18% since 2005.
Visualisations
to display other variables
to display other variables
to display other variables
- About 10% of primary and secondary teachers are under the age of 30, on average across OECD countries.
- While the teaching profession is dominated by women, the share of female teachers decreases with the level of education taught: almost all teachers at the pre-primary level are women, however they make up less than half of the teaching force at tertiary level.
- Salaries tend to increase with the level of education taught, but teachers' earnings remain between 78% and 93% of the earnings of other tertiary-educated adults.
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.