Portugal
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Portugal
Adult skills (Survey of Adult Skills, PIAAC, 2023)
| Country note | Survey of Adult Skills (PIAAC) | Survey of Adult Skills 2023: Do Adults Have the Skills They Need to Thrive in a Changing World? | The Survey of Adult Skills - Reader's Companion | Understanding Skill Gaps in Firms: Results of the PIAAC Employer Module | Survey of Adult Skills 2023 Data Analysis Manual |
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The following list displays indicators for which your selected country shows the highest and lowest values among countries.
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Participation in education
In Portugal, the share of upper secondary vocational students enrolled in programmes giving partial completion or insufficient for completion is relatively low compared to the other countries. (0 %, rank 17/17 , 2024) Download Indicator
The percentage of five-year-olds in early childhood education in Portugal is one of the highest among OECD and partner countries with available data. (99.9 %, rank 2/44 , 2024) Download Indicator
Graduation
The average age of master's or equivalent first-time graduates in Portugal is among the youngest. (24.9 Years, rank 20/21 , 2024) Download Indicator
Graduation by gender
In Portugal, the share of female first-time graduates in short-cycle tertiary programmes is one of the smallest among OECD countries and partner economies with available data. (38.5 %, rank 23/27 , 2024) Download Indicator
Graduation by field of education
In Portugal, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of services is one of the highest among OECD and partner countries with available data. (3 %, rank 1/36 , 2022) Download Indicator
In Portugal, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of STEM is one of the highest among OECD and partner countries with available data. (3 %, rank 2/44 , 2022) Download Indicator
In Portugal, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (2 %, rank 2/45 , 2022) Download Indicator
In Portugal, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of services is one of the highest among OECD and partner countries with available data. (1 %, rank 1/44 , 2022) Download Indicator
Literacy
The mean literacy score is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (235 PIAAC Score, rank 30/31 , 2023) Download Indicator
The percentage of adults scoring high (at Level 2 or 3) in Iiteracy is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (3.8 %, rank 27/31 , 2023) Download Indicator
The percentage of adults scoring at or below level 1 in Iiteracy is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (42.4 %, rank 2/31 , 2023) Download Indicator
Numeracy
The mean numeracy score is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (238 PIAAC Score, rank 30/31 , 2023) Download Indicator
The percentage of adults scoring at or below level 1 in numeracy is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (39.8 %, rank 2/31 , 2023) Download Indicator
Adaptive problem solving
The mean score in adaptive problem solving in the Survey of Adult Skills (PIAAC) is low compared to other participating countries. (233 PIAAC Score, rank 27/31 , 2023) Download Indicator
The percentage of adults scoring low (at or below Level 1) in adaptive problem solving in the Survey of Adult Skills (PIAAC) is high compared to other participating countries. (41.5 %, rank 5/31 , 2023) Download Indicator
Skills differences between age groups
The mean score in adaptive problem solving for 35-44 year-olds is low compared to other participating countries. (237 PIAAC Score, rank 27/31 , 2023) Download Indicator
The mean score in adaptive problem solving for 55-65 year-olds is low compared to other participating countries. (214 PIAAC Score, rank 27/31 , 2023) Download Indicator
The mean literacy score for young people aged between 25 and 34 is low compared to other countries participating in PIAAC. (245 PIAAC Score, rank 29/31 , 2023) Download Indicator
The mean literacy score for people aged between 35 and 44 is low compared to other countries participating in PIAAC. (239 PIAAC Score, rank 29/31 , 2023) Download Indicator
The mean literacy score for people aged between 45 and 54 is low compared to other countries participating in PIAAC. (231 PIAAC Score, rank 30/31 , 2023) Download Indicator
The mean literacy score for older adults (55-65 year-olds) is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (213 PIAAC Score, rank 30/31 , 2023) Download Indicator
The mean numeracy score for young people aged between 25 and 34 is low compared to other countries participating in PIAAC. (246 PIAAC Score, rank 29/31 , 2023) Download Indicator
The mean numeracy score for people aged between 35 and 44 is low compared to other countries participating in PIAAC. (245 PIAAC Score, rank 29/31 , 2023) Download Indicator
The mean numeracy score for people aged between 45 and 54 is low compared to other countries participating in PIAAC. (237 PIAAC Score, rank 30/31 , 2023) Download Indicator
The mean numeracy score for older adults (55-65 year-olds) is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (217 PIAAC Score, rank 30/31 , 2023) Download Indicator
Skills differences by gender
The mean score in adaptive problem solving for women is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (230 PIAAC Score, rank 27/31 , 2023) Download Indicator
The mean literacy score among men is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (236 PIAAC Score, rank 28/31 , 2023) Download Indicator
The mean literacy score among women is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (234 PIAAC Score, rank 30/31 , 2023) Download Indicator
The mean numeracy score among men is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (243 PIAAC Score, rank 29/31 , 2023) Download Indicator
The mean numeracy score among women is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (233 PIAAC Score, rank 30/31 , 2023) Download Indicator
Skills by immigrant and language background
The mean literacy score for native-born adults of foreign-born parents is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (239 PIAAC Score, rank 22/24 , 2023) Download Indicator
The mean literacy score for native-born adults of native-born parents is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (239 PIAAC Score, rank 28/31 , 2023) Download Indicator
The mean numeracy score for foreign-born adults of foreign-born parents is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (212 PIAAC Score, rank 26/30 , 2023) Download Indicator
The mean numeracy score for native-born adults of foreign-born parents is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (224 PIAAC Score, rank 24/24 , 2023) Download Indicator
The mean numeracy score for native-born adults of native-born parents is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (245 PIAAC Score, rank 27/31 , 2023) Download Indicator
The mean score in adaptive problem solving for native-born adults of foreign-born parents is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (235 PIAAC Score, rank 21/24 , 2023) Download Indicator
Adults' skills
The percentage of adults scoring at or below level 1 in literacy and/or numeracy is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (34.1 %, rank 2/31 , 2023) Download Indicator
Who the teachers are
The share of teachers aged between 30 and 39 in secondary schools is especially small. (6.8 %, rank 40/40 , 2024) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially low. (3.3 %, rank 42/42 , 2024) Download Indicator
The percentage of lower secondary teachers aged between 30 and 49 is especially low. (35.6 %, rank 38/39 , 2024) Download Indicator
The percentage of upper secondary teachers aged between 30 and 49 is especially low. (41.5 %, rank 38/42 , 2024) Download Indicator
The percentage of primary to upper secondary teachers aged between 30 and 49 is especially low. (41.2 %, rank 38/42 , 2024) Download Indicator
The percentage of primary to upper secondary teachers older than 50 is especially high. (55.6 %, rank 2/42 , 2024) Download Indicator
The percentage of teachers aged 50 or more in pre-primary education is especially high in Portugal (54.7 %, rank 2/37 , 2024) Download Indicator
In Portugal, the percentage of teachers under 30 in pre-primary education is one of the lowest among OECD and partner countries with available data. (3.2 %, rank 37/37 , 2024) Download Indicator
In Portugal, the percentage of teachers aged between 30 and 49 in pre-primary education is one of the lowest among OECD and partner countries with available data. (42.2 %, rank 35/37 , 2024) Download Indicator
Teachers' salaries
The ratio of lower secondary female teachers' salaries to earnings of full-time, full-year women workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.46 Ratio, rank 4/26 , 2025) Download Indicator
The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.04 Ratio, rank 4/26 , 2025) 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 are high in Portugal. (1.07 Ratio, rank 3/26 , 2025) 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 are high in Portugal. (1.06 Ratio, rank 4/26 , 2025) 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 largest across OECD and partner countries with available data. (2.1 Ratio, rank 3/43 , 2025) Download Indicator
In lower secondary education, the salary ratio of teachers with maximum qualifications at the top of the salary scale to those with minimum training and starting salaries is comparatively high. (2.1 Ratio, rank 3/44 , 2025) Download Indicator
Ratio of student to teaching staff
The ratio of students to teaching staff at the upper secondary level is especially low. (8.8 Ratio, rank 40/42 , 2024) Download Indicator
The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in Portugal. (17.2 Ratio, rank 5/39 , 2024) Download Indicator
Organisation of the education system
The number of instruction days per year for primary students is one of the lowest among OECD and partner countries with available data. (173 Days, rank 40/44 , 2023) Download Indicator
In independent private institutions at lower secondary level, the average class size is relatively large in Portugal among OECD and partner countries with available data. (23 Students, rank 4/22 , 2024) Download Indicator
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General findings
- In the 2023 Survey of Adult Skills, literacy is defined as "accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society" (Rouet et al., 2021). Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.
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- In the 2023 Survey of Adult Skills, numeracy encompasses "accessing, using, and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life" (Tout et al., 2021). The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, and at times questioned and doubted, and analysed for their relevance to the responses needed.
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- The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This involves "the capacity to achieve one’s goals in a dynamic situation in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts" (Greiff et al., 2021).
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
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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. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
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 in the Northern Hemisphere.
*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 Sources Methodologies and Technical Notes of EAG 2025 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.
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. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
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 in the Northern Hemisphere.
*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 Sources Methodologies and Technical Notes of EAG 2025 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.