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
Portugal has one of the lowest percentages of 25-64 year-olds whose highest education level is a short-cycle tertiary education degree. (0.2 %, rank 34/38 , 2021) Download Indicator
The level of short-cycle tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (0.3 %, rank 30/33 , 2021) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of information and communication technologies is one of the lowest among OECD countries and partner economies with available data. (1.7 %, rank 29/31 , 2021) Download Indicator
Participation in education
The enrolment rate of 6-14 year-olds in Portugal is one of the highest among OECD and partner countries with available data. (100 %, rank 1/43 , 2020) Download Indicator
The percentage of students in government-dependent private tertiary educational institutions is one of the lowest among OECD and partner countries with available data. (0 %, rank 19/22 , 2020) Download Indicator
The share of students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in upper secondary vocational programmes is one of the largest among OECD and partner countries with available data. (100 %, rank 1/34 , 2020) Download Indicator
In Portugal, the average age of new entrants in master's programmes is one of the lowest among OECD and partner countries with available data. (24 Years, rank 33/37 , 2020) Download Indicator
Graduation by gender
In Portugal, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively high. (43 %, rank 3/41 , 2020) Download Indicator
The share of female graduates among post-secondary non-tertiary graduates from vocational programmes in Portugal is relatively low. (30 %, rank 23/25 , 2020) Download Indicator
In Portugal, the share of female tertiary graduates in the field of sciences, technology, engineering and mathematics is one of the largest among OECD and partner countries with available data. (17.2 %, rank 4/37 , 2020) Download Indicator
The share of male tertiary graduates in the field of education is relatively low in Portugal. (2 %, rank 39/41 , 2020) Download Indicator
Graduation by age
The average age of upper secondary graduates from general programmes in Portugal is one of the highest among OECD and partner countries with available data (20.7 Years, rank 2/38 , 2020) Download Indicator
In Portugal, 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 proportion of female tertiary graduates in education is one of the lowest among OECD and partner countries. (5.7 %, rank 39/40 , 2020) Download Indicator
The percentage of tertiary graduates in the field of education is one of the lowest among OECD and partner countries with available data. (4.1 %, rank 39/40 , 2020) Download Indicator
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. (2.6 %, rank 37/40 , 2020) Download Indicator
The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (19.1 %, rank 4/40 , 2020) Download Indicator
In Portugal, 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. (16 %, rank 30/33 , 2020) Download Indicator
In Portugal, the percentage of post-secondary non-tertiary vocational graduates in the field of health and welfare is relatively low. (0 %, rank 20/22 , 2020) Download Indicator
Fields of education
In Portugal, the percentage of new entrants to tertiary education in the field of education is relatively low. (3.7 %, rank 33/36 , 2020) Download Indicator
In Portugal, the percentage of new entrants to tertiary education in the field of information and communication technologies (ICTs) is relatively low. (3.4 %, rank 32/35 , 2020) Download Indicator
The percentage of students enrolled in the field of education among all national tertiary students in Portugal is relatively low. (3.2 %, rank 35/35 , 2020) Download Indicator
The percentage of students enrolled in the field of information and communication technologies among all national tertiary students in Portugal is relatively low. (2.8 %, rank 32/34 , 2020) Download Indicator
In Portugal,the share of male among new entrants in doctoral programmes enrolled in the field of natural sciences, mathematics ans statistics is relatively small. (46.5 %, rank 32/35 , 2020) Download Indicator
In Portugal,the share of male among new entrants in doctoral programmes enrolled in the field of engineering, manufacturing and construction is relatively small. (60 %, rank 32/35 , 2020) Download Indicator
The share of female students entering doctoral or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Portugal is one of the largest compared to other OECD countries and partner economies. (43.7 %, rank 5/35 , 2020) Download Indicator
The share of female students entering short cycle tertiary programmes in information and communication technologies in Portugal is one of the smallest compared to other OECD countries and partner economies. (7.3 %, rank 26/26 , 2020) Download Indicator
The share of male students entering short cycle tertiaryprogrammes in natural sciences, mathematics and statistics in Portugal is one of the smallest compared to other OECD countries and partner economies. (29.4 %, rank 20/22 , 2020) Download Indicator
The share of male students entering doctoral or equivalent programmes in Science, technology, engineering and mathematics (STEM) in Portugal is one of the smallest compared to other OECD countries and partner economies. (56.3 %, rank 31/35 , 2020) Download Indicator
The share of male students entering short-cycle tertiary programmes in education in Portugal is one of the smallest compared to other OECD countries and partner economies. (6.7 %, rank 20/22 , 2020) Download Indicator
In Portugal, the percentage of new entrants to doctoral programmes in the field of natural sciences, mathematics and statistics is relatively low. (12.2 %, rank 30/34 , 2020) Download Indicator
In Portugal, 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. (17.9 %, rank 3/34 , 2020) Download Indicator
Student mobility
In Portugal, international or foreign students from Africa are highest represented among all international or foreign students, compared to other OECD and partner countries with available data. (34.6 %, rank 5/74 , 2020) Download Indicator
In Portugal, the proportion of international or foreign students enrolled in short-cycle tertiary programmes is one of the largest among OECD and partner countries with available data. (13 %, rank 5/34 , 2020) Download Indicator
In Portugal, the percentage of international or foreign students coming from neighbouring countries is comparatively low . (2 Students, rank 45/45 , 2020) Download Indicator
In Portugal, the share of international or foreign students enrolled in short-cycle tertiary programmes among women is relatively high compared to other OECD and partner countries. (14.7 %, rank 4/33 , 2020) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of information and communication technologies among all international or foreign tertiary students in Portugal is relatively low. (2.4 %, rank 29/33 , 2020) Download Indicator
Expenditure per student
Expenditure per student for core educational services on tertiary education in Portugal is comparatively low. (8432 USD Equivalent, rank 23/27 , 2019) Download Indicator
Expenditure in education and national wealth
The average annual growth in the number of full-time equivalent student (2012 to 2018) at primary, secondary and post-secondary non-tertiary level is comparatively small in Portugal. (-1.7 %, rank 37/39 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on educational institutions at primary, secondary and post-secondary non-tertiary level is relatively low in Portugal. (-1.1 %, rank 32/32 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student from primary to tertiary education is one of the smallest in Portugal among OECD and partner countries with available data. (-1.5 %, rank 35/38 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on primary to tertiary education in Portugal is one of the smallest among OECD and partner countries with available data. (-0.9 %, rank 32/32 , 2019) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure on tertiary education in Portugal is one of the lowest among OECD and partner countries with available data. (-0.5 %, rank 28/32 , 2019) Download Indicator
Public and private expenditure in education
Compared to 2015, the share of total government expenditure is comparatively low in Portugal. (98 Index, rank 39/42 , 2019) Download Indicator
Nature of expenditure
In Portugal, the share of capital expenditure on primary education is one of the smallest among OECD and partner countries with available data. (2.7 %, rank 30/33 , 2019) Download Indicator
The share of capital expenditure for primary to tertiary education in Portugal is one of the lowest among OECD and partner countries with available data. (5.2 %, rank 27/31 , 2019) Download Indicator
The share of current expenditure for primary to tertiary education in Portugal is one of the highest among OECD and partner countries with available data. (94.8 %, rank 5/31 , 2019) Download Indicator
Who the teachers are
The percentage of primary teachers younger than 30 is especially low. (1.6 %, rank 38/38 , 2019) Download Indicator
The percentage of lower secondary teachers younger than 30 is especially low. (1.1 %, rank 35/35 , 2019) Download Indicator
The percentage of upper secondary teachers younger than 30 is especially low. (2 %, rank 36/37 , 2019) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially low. (1.6 %, rank 37/37 , 2019) Download Indicator
In Portugal, the share of female teachers younger than 30 in tertiary education is relatively small . (44 %, rank 31/33 , 2019) Download Indicator
Teachers' salaries
The ratio of pre-primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.5 Ratio, rank 1/19 , 2021) Download Indicator
The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.37 Ratio, rank 1/23 , 2021) Download Indicator
The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.33 Ratio, rank 2/23 , 2021) Download Indicator
The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the highest among OECD and partner countries with available data. (1.44 Ratio, rank 2/23 , 2021) Download Indicator
The average actual pre-primary 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. (52095 USD Equivalent, rank 5/21 , 2021) 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 Portugal. (1.33 Ratio, rank 2/19 , 2021) 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 Portugal. (0.98 Ratio, rank 4/19 , 2021) Download Indicator
The average actual salaries of 35-44 year-old lower-secondary teachers is one of the lowest in Portugal. (37055 USD Equivalent, rank 17/21 , 2021) 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. (2.16 Ratio, rank 2/33 , 2021) Download Indicator
Principals' salaries
Lower-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is high in Portugal. (1.95 Ratio, rank 2/20 , 2021) Download Indicator
The average actual salaries of 35-44 year-old lower secondary school heads is one of the lowest in Portugal. (52372 USD Equivalent, rank 16/20 , 2021) Download Indicator
The average actual salaries of 45-54 year-old lower secondary school heads is one of the lowest in Portugal. (58907 USD Equivalent, rank 16/20 , 2021) Download Indicator
The average actual salaries of lower secondary men school heads aged 25 to 64 is one of the lowest in Portugal. (67211 USD Equivalent, rank 16/20 , 2021) Download Indicator
Ratio of student to teaching staff
The ratio of students to teaching staff at the upper secondary level is especially low. (8.9 Ratio, rank 40/41 , 2020) Download Indicator
The number of students per teacher in secondary schools is one of the smallest among OECD and partner countries with available data. (8.8 Ratio, rank 36/38 , 2020) Download Indicator
In Portugal, the number of students per teacher in public lower secondary education is one of the lowest among OECD and partner countries with available data. (8.4 Ratio, rank 39/40 , 2020) Download Indicator
In Portugal, the number of students per teacher in public upper secondary education is one of the lowest among OECD and partner countries with available data. (8.7 Ratio, rank 42/43 , 2020) Download Indicator
In Portugal, the number of students per teacher in all public secondary education is one of the lowest among OECD and partner countries with available data. (8.5 Ratio, rank 38/40 , 2020) Download Indicator
In Portugal, the number of students per teacher in indeoendent private institutions tertiary education is one of the lowest among countries with available data. (14.1 Ratio, rank 18/21 , 2019) Download Indicator
Class size
In independent private institutions at lower secondary level, classes are one of the largest in Portugal among OECD and partner countries with available data. (23 Students, rank 4/17 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds without upper secondary education is comparatively high. (69.9 %, rank 4/42 , 2021) Download Indicator
The employment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is high compared to other OECD and partner countries. (92.5 %, rank 3/39 , 2021) Download Indicator
The employment rate among 25-34 year-olds with below upper secondary education is compartively high in Portugal. (69.6 %, rank 5/42 , 2021) Download Indicator
In Portugal, the inactivity rate of 25-64 year-olds with below upper secondary education is one of the lowest among countries with available data. (25.4 %, rank 39/42 , 2021) Download Indicator
Compared to other countries with available data, the employment rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is relatively low in Portugal. (71.6 %, rank 24/27 , 2021) Download Indicator
In Portugal, the inactivity rate of 25-64 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (1.4 %, rank 29/30 , 2021) Download Indicator
In Portugal, the inactivity rate of 25-64 year-olds with a master's or equivalent tertiary education degree is one of the lowest among countries with available data. (4.7 %, rank 37/39 , 2021) Download Indicator
Compared to other countries with available data, the employment rate of 25-34 year-olds with tertiary education is relatively high in Portugal. (89.7 %, rank 4/43 , 2021) Download Indicator
In Portugal, the inactivity rate of 25-64 year-olds with tertiary education is one of the lowest among countries with available data. (6.2 %, rank 43/43 , 2021) Download Indicator
In Portugal, the inactivity rate of 25-64 year-olds with upper secondary or post-secondary non-tertiary education is one of the lowest among countries with available data. (12.3 %, rank 41/42 , 2021) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-34 year-old women with below upper secondary education is compartively high in Portugal. (62.6 %, rank 2/41 , 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 natural sciences, mathematics and statistics is high compared to other OECD and partner countries. (89 %, rank 5/31 , 2021) Download Indicator
Unemployment and educational attainment
The inactivity rate of 25-34 years-old adults with below upper secondary education is low in Portugal. (21.9 %, rank 37/41 , 2021) Download Indicator
Earnings and educational attainment
Earnings of foreign-born aged between 25 and 64 who work full- and part-time with a short cycle tertiary education are comparatively low. (101.7 %, rank 27/28 , 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 low in Portugal. (102.8 %, rank 28/29 , 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 Portugal who studied in the field of education, are low, when compared to earnings of adults with an upper secondary education. (68.6 %, rank 15/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Portugal who studied in the field of education, are low, when compared to earnings of adults with an upper secondary education. (69.8 %, rank 14/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated full- and part-time adults in Portugal who studied in the field of engineering, manufacturing and construction, are low, when compared to earnings of adults with an upper secondary education. (107.2 %, rank 13/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Portugal who studied in the field of health and welfare, are low, when compared to earnings of adults with an upper secondary education. (89.5 %, rank 12/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Portugal who studied in the field of information and communication technologies (ICT), are high, when compared to earnings of adults with an upper secondary education. (112.8 %, rank 4/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in Portugal who studied in the field of natural sciences, mathematics and statistics, are low, when compared to earnings of adults with an upper secondary education. (101.1 %, rank 11/15 , 2020) Download Indicator
Participation in education by gender
The share of female students entering short-cycle tertiary programmes in Portugal is comparatively small. (40.1 %, rank 31/34 , 2020) Download Indicator
Entrance
In Portugal, the average age of new entrants in short-cycle programmes is one of the lowest among OECD and partner countries with available data. (21.4 Years, rank 29/32 , 2020) Download Indicator
In Portugal, the average age of new entrants in master's long first degree (LFD) programmes is one of the lowest among OECD and partner countries with available data. (19.3 Years, rank 19/23 , 2020) Download Indicator
In Portugal, the proportion of first-time entrants into doctorate's or equivalent programmes before the age of 30 is one of the smallest among OECD and partner countries with available data. (37.9 %, rank 34/36 , 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.