Country
Data profiles:
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
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) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Financial literacy (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2021) |
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 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
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 2021) |
Student performance (PISA 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
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 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
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 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
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 2021) |
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) |
Adult skills (Survey of Adult Skills, PIAAC, 2017) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Teachers and teaching conditions (TALIS 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Overview of the education system (EAG 2021) |
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 2021) |
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 2021) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 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) |
Teachers and teaching conditions (TALIS 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) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Student performance (PISA 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2021) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Student performance (PISA 2018) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Profile View

Select first some countries to compare, choose the charts you wish to display and customise them.
Attainment
The level of below upper secondary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (43.5 %, rank 9/45 , 2020) Download Indicator
The level of tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (23.6 %, rank 38/46 , 2020) Download Indicator
Saudi Arabia 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 36/40 , 2020) Download Indicator
Saudi Arabia has one of the lowest percentages of 25-64 year-olds whose highest education level is a master's or equivalent tertiary education degree. (0.1 %, rank 43/43 , 2020) Download Indicator
Participation in education
The enrolment rate of 6-14 year-olds in Saudi Arabia is one of the lowest among OECD and partner countries with available data. (95.8 %, rank 40/44 , 2019) Download Indicator
The enrolment rate among 15-19 year-olds in Saudi Arabia is one of the highest among OECD and partner countries with available data. (88.3 %, rank 10/43 , 2019) Download Indicator
The proportion of upper secondary students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (1.5 %, rank 44/44 , 2019) Download Indicator
The percentage of three-year-olds in early childhood education in Saudi Arabia is one of the lowest among OECD and partner countries with available data. (3.3 %, rank 40/41 , 2019) Download Indicator
The percentage of four-year-olds in early childhood and primary education in Saudi Arabia is one of the lowest among OECD and partner countries with available data. (11.9 %, rank 41/41 , 2019) Download Indicator
The percentage of students in public tertiary educational institutions is one of the highest among OECD and partner countries with available data. (95.5 %, rank 5/43 , 2019) Download Indicator
The enrolment rate of 30-39 year-olds in Saudi Arabia is one of the lowest among OECD and partner countries with available data. (1.5 %, rank 41/41 , 2019) Download Indicator
The enrolment rate of 40-64 year-olds in Saudi Arabia is one of the lowest among OECD and partner countries with available data. (0.6 %, rank 33/41 , 2019) Download Indicator
The percentage of 3-5 year-old children in early childhood and primary education in Saudi Arabia is one of the lowest among OECD and partner countries with available data. (21.6 %, rank 41/41 , 2019) Download Indicator
In Saudi Arabia, the enrolment rate of children under 3 is one of the lowest among OECD and partner countries with available data. (0 %, rank 37/39 , 2019) Download Indicator
The share of upper secondary 15-19-year-old students enrolled in vocational programmes is one of the lowest among OECD and partner countries with available data. (1 %, rank 42/42 , 2019) Download Indicator
The share of upper secondary 20-24-year-old students enrolled in vocational programmes is one of the smallest among OECD and partner countries with available data. (3 %, rank 41/41 , 2019) Download Indicator
Graduation by gender
Among OECD and partner countries with available data, Saudi Arabia has one of the smallest shares of women graduates from tertiary programmes. (55.2 %, rank 28/36 , 2019) Download Indicator
In Saudi Arabia, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively low. (36.7 %, rank 40/44 , 2019) Download Indicator
In Saudi Arabia, the share of female doctoral graduates in the field of business, administration and law is relatively low. (8.5 %, rank 43/43 , 2019) Download Indicator
In Saudi Arabia, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (0 %, rank 43/44 , 2019) Download Indicator
In Saudi Arabia, the share of female tertiary graduates in the field of social sciences, journalism and information is one of the lowest among OECD and partner countries with available data. (7 %, rank 37/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of education is relatively high in Saudi Arabia. (8.2 %, rank 8/43 , 2019) Download Indicator
In Saudi Arabia, the proportion of male tertiary graduates in the field of arts and humanities is relatively large. (13.2 %, rank 2/43 , 2019) Download Indicator
In Saudi Arabia, the share of male tertiary graduates in the field of business, administration and law is one of the largest among OECD and partner countries with available data. (36.1 %, rank 3/43 , 2019) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in health and welfare is one of the lowest among OECD and partner countries. (7.2 %, rank 42/43 , 2019) Download Indicator
The percentage of tertiary graduates in the field of arts and humanities is one of the highest among OECD and partner countries with available data. (19.2 %, rank 2/44 , 2019) Download Indicator
The percentage of tertiary graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (30.4 %, rank 8/44 , 2019) Download Indicator
The percentage of tertiary graduates in the field of natural sciences, mathematics and statistics is one of the highest among OECD and partner countries with available data. (8.1 %, rank 6/44 , 2019) Download Indicator
The percentage of tertiary graduates in the field of information and communication technologies is one of the highest among OECD and partner countries with available data. (6.8 %, rank 5/43 , 2019) 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. (7.1 %, rank 43/44 , 2019) Download Indicator
The percentage of tertiary graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (6.8 %, rank 40/44 , 2019) Download Indicator
The percentage of tertiary graduates in the field of services is one of the lowest among OECD and partner countries with available data. (1.1 %, rank 40/44 , 2019) Download Indicator
The share of doctoral graduates in the field of arts and humaties in Saudi Arabia is relatively large. (37 %, rank 1/44 , 2019) Download Indicator
The share of doctoral graduates in the field of sciences, journalism and information in Saudi Arabia is relatively small. (4.3 %, rank 43/44 , 2019) Download Indicator
The share of doctoral graduates in the field of business, administration and law in Saudi Arabia is relatively large. (25.1 %, rank 1/44 , 2019) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in Saudi Arabia is relatively small. (14.1 %, rank 39/44 , 2019) Download Indicator
The share of doctoral graduates in the field of engineering, manufacturing and construction in Saudi Arabia is relatively small. (3.6 %, rank 43/44 , 2019) Download Indicator
The share of doctoral graduates in the field of health and welfare in Saudi Arabia is relatively small. (2.5 %, rank 42/44 , 2019) Download Indicator
In Saudi Arabia, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0.1 %, rank 44/44 , 2019) Download Indicator
Student mobility
In Saudi Arabia, 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. (23.2 %, rank 9/75 , 2019) Download Indicator
Expenditure in education and national wealth
Compared to 2011, GDP is comparatively low. (103 Index, rank 40/45 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in the number of full-time equivalent student in tertiary education is one of the largest in Saudi Arabia. (5 %, rank 3/37 , 2018) Download Indicator
Public and private expenditure in education
Compared to 2015, the share of total government expenditure is comparatively low in Saudi Arabia. (93 Index, rank 44/46 , 2018) Download Indicator
Who the teachers are
The share of women among teaching staff in pre-primary education is one of the largest among OECD and partner countries with available data. (100 %, rank 1/39 , 2019) Download Indicator
The share of women among teaching staff in primary education is one of the smallest among OECD and partner countries with available data. (52.3 %, rank 44/44 , 2019) 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. (51.5 %, rank 37/40 , 2019) Download Indicator
The share of women among teaching staff in upper secondary education is one of the smallest among OECD and partner countries with available data. (52.8 %, rank 35/42 , 2019) Download Indicator
The share of women among teaching staff in post-secondary non-tertiary education is one of the largest among OECD and partner countries with available data. (65 %, rank 5/20 , 2019) Download Indicator
The share of women among teaching staff in short-cycle tertiary education is one of the smallest among OECD and partner countries with available data. (29.7 %, rank 25/25 , 2019) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in tertiary institutions is one of the highest among OECD and partner countries with available data. (19.6 Ratio, rank 8/34 , 2019) Download Indicator
The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (13.6 Ratio, rank 10/37 , 2019) Download Indicator
The ratio of students to teaching staff in post-secondary non-tertiary education is comparatively low in Saudi Arabia. (0.7 Ratio, rank 19/19 , 2019) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with tertiary education is comparatively low. (74 %, rank 42/45 , 2020) Download Indicator
The employment rate among 25-64 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (64.5 %, rank 39/44 , 2020) Download Indicator
The employment rate among 25-64 year-olds with a bachelor's or equivalent tertiary education degree is low compared to other OECD and partner countries. (74 %, rank 41/45 , 2020) Download Indicator
Participation in education by gender
The share of women among tertiary education new entrants is one of the smallest compared to OECD and partner countries with available data. (44.9 %, rank 39/39 , 2019) Download Indicator
The share of female students entering short-cycle tertiary programmes in Saudi Arabia is comparatively small. (28.6 %, rank 37/39 , 2019) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
Visualisations



- In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
- Women also earn on average about 76-78% of mens salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
- Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
Visualisations



- On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
- The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
- In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
Visualisations



- In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
- Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
- In most countries, teachers above 50 years of age make up more than a third of the teaching force.
- Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
Visualisations



- On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
- There are 15 children for every teacher at pre-primary level on average across OECD countries.
- Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
Visualisations







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.