Search for specific education indicators by country, theme or level of education and compare the results using interactive charts and tables.

Base Theme

PISA 2022 Results (Volume I): The State of Learning and Equity in Education
PISA 2022 Results (Volume II): Learning During - and From - Disruption
PISA 2018 Results (Volume IV): Are Students Smart About Money?
PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World?
PISA 2018: Are Students Ready To Take On Environmental Challenges?
Education at a Glance 2023 (EAG 2023): Highlights
EAG 2023, Chapter A: The output of educational institutions and the impact of learning
EAG 2023, Chapter B: Access to education, participation and progression
EAG 2023, Chapter C: Financial resources invested in education
EAG 2023, Chapter D: Teachers, learning environment and organisation of schools
TALIS 2018: Highlight indicators
TALIS 2018 (Volume I): Teachers and School Leaders as Lifelong Learners
TALIS 2018 (Volume II): Teachers and School Leaders as Valued Professionals
TALIS 2018 (results for primary and upper secondary)
TALIS 2018: Starting Strong Survey
Survey of Adult Skills (PIAAC)
Skills
Low performers
Computers, education & skills
Collaborative Problem Solving
Access & participation
Student mobility
Education attainment
Education system & governance
Financing education
Learning environment
Students' well-being
Equity
Gender
Digital divide
Special needs
Socio-economic status
Migrant background
Economic & social outcomes
Teachers & educators
Education leadership
Evaluation & quality assurance
Future of education and skills
Research & innovation
Early childhood education & care
Vocational education & training (VET)
Tertiary education
Impact of COVID-19 in education
Survey of Adult Skills (PIAAC)
The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to measure adults' proficiency in several key information-processing skills, namely literacy, numeracy and problem solving in technology-rich environments. Skills Matter: Additional Results from the Survey of Adult Skills expands on the data and analysis examined in the Skills Matter: Additional Results from the Survey of Adult Skills by including data from the six additional countries that conducted the survey in 2017-18: Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States.

As this survey shows, the capacity to manage information and solve problems using computers is becoming a necessity as ICT applications permeate the workplace, the classroom and lecture hall, the home, and social interaction more generally. Adults who are highly proficient in the skills measured by the survey are likely to be able to make the most of the opportunities created by the technological and structural changes modern societies are going through. Those who struggle to use new technologies are at greater risk of losing out.
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Select OECD Countries

Australia
Austria
Belgium
Belgium (Flanders)
Belgium (French)
Belgium (excl. Flemish)
Canada
Alberta (Canada)
Canadian provinces
Chile
Colombia
Costa Rica
Czechia
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Latvia
Lithuania
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Türkiye
United Kingdom
England (UK)
Northern Ireland (UK)
United States
OECD average

Non-OECD Countries

G20 average
TALIS average
TALIS avg. primary education
TALIS avg. upper secondary education
Albania
Algeria
Argentina
Buenos Aires (Argentina)
Azerbaijan
Baku (Azerbaijan)
Bosnia and Herzegovina
Brazil
Brunei Darussalam
Bulgaria
Cambodia
China
B-S-J-Z (China)
Hong Kong (China)
Macao (China)
Shanghai (China)
Chinese Taipei
Croatia
Dominican Republic
Ecuador
Egypt
El Salvador
Georgia
Guatemala
India
Indonesia
Jamaica
Jordan
Kazakhstan
Kyrgyz Republic
Kosovo
Lebanon
North Macedonia
Malaysia
Malta
Moldova
Mongolia
Montenegro
Morocco
Palestinian Authority
Panama
Paraguay
Peru
Philippines
Qatar
Romania
Saudi Arabia
Serbia
Singapore
South Africa
Tajikistan
Thailand
Trinidad and Tobago
Tunisia
United Arab Emirates
Abu Dhabi (UAE)
Ukraine
Uruguay
Uzbekistan
Viet Nam
The data table will display up to four selected countries (unselect the OECD average to have one more).
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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.
The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

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. 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: 2018 for school year 2017/2018.

*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 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 text.