Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of accession and partner countries. More than 100 charts and tables in this publication - as well as links to much more available on the educational database - provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.This country note provides a country-specific overview of Spain.

Early school leaving (ESL) can lead to mounting individual challenges and generate high economic costs to education systems and societies at large. Spain has made significant progress in reducing ESL in recent years; in 2022, the ESL rate was 13,9% - almost half the points of a decade earlier. However, noteworthy regional disparities remain, and Spain’s average ESL rate remains one of the highest among OECD and EU member countries. Informed by national and international research evidence and good practices, and by the expert contribution of key education stakeholders, this report identifies existing strengths and challenges to address ESL across Spain. It proposes five areas for action that each include a range of evidence-based and actionable recommendations for a coordinated approach to reducing ESL in all autonomous communities and in the autonomous cities of Ceuta and Melilla.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in Spain.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This country note provides a country-specific overview of Spain.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in Spain.

This policy profile on education in Spain is part of the Education Policy Outlook series. It aims to provide an update of the education policy landscape in Spain since the publication of the first policy profile for Spain as part of this series in 2014. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends, and insight into policies and reforms on selected topics.

Spain's economy is showing clear signs of recovery, after a protracted recession. Spain's economy returned to growth in 2014 and has started to create jobs in greater numbers. Despite these positive developments significant challenges remain. Spain has amongst the highest unemployment rates in the OECD, for both adults and youth, and the Spanish economy was still smaller, and the income of Spanish people was still lower, in 2014 than it was in 2007. High debt levels inherited from the recent economic crisis, an ageing population and rising spending pressures in other policy areas, such as pensions, will oblige governments to make tough choices and make efficiency and effectiveness a cornerstone of policy design. While the future is by definition uncertain, all signs point to a world in which higher levels of skills will be increasingly critical for people's success in the economy and society. Skills are central to meeting the challenges of today and tomorrow. Skills improvements are an important driver of employment, productivity, economic growth, and higher living standards. Fostering better and more equitable skills outcomes also provides the foundation for building a healthier, more equitable, and more cohesive society.

This policy profile on education in Spain is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Designed for policy makers, analysts and practitioners who seek information and analysis of education policy taking into account the importance of national context, the country policy profiles offer constructive analysis of education policy in a comparative format. Each profile reviews the current context and situation of the country's education system and examine its challenges and policy responses, according to six policy levers that support improvement: students (how to raise outcomes for all in terms of 1- equity and quality and 2- preparing students for the future), institutions (how to raise quality through 3- school improvement and 4- evaluation and assessment), education system (how the system is organised to deliver education policy in terms of 5- governance and 6- funding).

The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in three information-processing skills: literacy, numeracy and problem-solving in technology-rich environments. This country note provides a country-specific overview of Spain.

This commentary on Spain is one of a series of country reports on vocational education and training (VET) in OECD countries, prepared as part of the Skills beyond School study. The series includes reviews, involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis. The commentaries are simpler exercises than full reviews, largely descriptive but also including an assessment of strengths and challenges in the country system. The commentaries are designed to be of value as free-standing reports, but are also prepared so that they can become the first phase of a full review.

This book describes the Canary Islands, Spain school system and sheds light on PISA results for the Canary Islands. It includes analyses of the policy implications in the domains of system management and resource distribution, students and learning, teachers and teaching, and school leadership and inspections. The report also provides recommendations for raising quality and equity in learning outcomes.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools. The first section reproduces the executive summary of the report. The second section presents a snapshot of some variables on equity in education and school failure in Spain based on the indicators used in the comparative report. It also outlines some recent policy developments and suggested policy options for Spain, which are also informed by the Country Background Report prepared by Spain.

As part of the OECD review on migrant education, countries were invited to provide information on their national migrant education policies. Note that this information is in addition to the full country background reports provided by the six countries participating in the policy review: Austria, Denmark, Ireland, the Netherlands, Norway and Sweden. The attached information was provided by Spain using a standard international questionnaire on migrant education policies in response to longstanding diversity.

This Country Note on Spain forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries.
The principal objective of the review is to assist countries to understand how the organisation, management and delivery of tertiary education can help them to achieve their economic and social objectives. The focus of the review is upon tertiary education policies and systems, rather than upon the detailed management and operation of institutions, although clearly the effectiveness of the latter is influenced by the former.

The report provides an overview of school leadership developments and issues in Spain, as a contribution to the OECD's Improving School Leadership Activity. It discusses the national context of schooling, the features of the school system, school governance and leardership, the attractiveness of school leaders' roles, and professional learning of school leaders in the country.

This background report on Spain explains the range of challenges and policy approaches to addressing adult basic skill needs in Spain. It includes descriptions of : The nature and scale of the challenges Spain faces in regard to adult basic skills education, any major national or regional programmes or policies developed to meet the needs of adults with low basic skill needs, profiles of instructors, gaps in provision and take up, assessment policies/structures including qualification examinations, programme participation and performance targets, and the art of formative assessment in adult basic skills education.

The Country Note reflects the previously written Country Background Report and offers an analysis and some proposals relating to a set of issues identified by the review team during their visit as critical forimproving teacher policies in Spain. These priority issues provide the structure of this report: The further strengthening of the education and professional development of teachers, the importance of improving the selection and recruiting system to ensure that those with the necessary knowledge, skills and competencies become teachers, the value of enriching the teaching career to offer incentives for professional development and growth, the further alignment of the Spanish system among its different levels to more effectively manage and develop the teaching workforce, and the educational and professional challenges posed by the growing diversity of the Spanish student population.

The main purpose of the thematic review on adult learning is to understand adults' access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries. It is a joint activity undertaken by the OECD Education Committee (EDC) and the Employment, Labour and Social Affairs Committee (ELSAC) in response to the need to make lifelong learning a reality for all, to improve learning opportunities of low skilled and disadvantaged adults and to sustain and increase employability.