Search for specific education indicators by country, theme or level of education and compare the results using interactive charts and tables.
Base Theme
| 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 |
| PISA 2018: Highlight indicators |
| PISA 2018 Results (Volume II): Where All Students Can Succeed |
| PISA 2018 Results (Volume III): What School Life Means for Students' Lives |
| PISA 2018 Results (Volume IV): Are Students Smart About Money? |
| PISA 2018 Results (Volume V): Effective Policies, Successful Schools |
| PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World? |
| PISA 2018: Are Students Ready To Take On Environmental Challenges? |
| Survey of Adult Skills (PIAAC): Full selection of indicators |
| Skills |
| Low performers |
| Computers, education & skills |
| 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 |
Filters
Level
| Not in education |
| Early childhood education and care |
| Non-educational programmes (early childhood) |
| Pre-primary |
| Pre-primary and primary |
| Early childhood and primary |
| Pre-primary to tertiary education |
| Primary |
| Primary and lower secondary |
| Primary and secondary |
| Primary to tertiary |
| Primary, secondary and post-secondary non-tertiary education |
| Lower secondary |
| Lower secondary, general |
| Lower secondary, vocational |
| Below upper secondary |
| Lower secondary to post-secondary non-tertiary, general programmes |
| Lower secondary to post-secondary non-tertiary, vocational programmes |
| Upper secondary |
| Upper secondary, general |
| Upper secondary general education, sufficient for partial level completion, without direct access to tertiary education |
| Upper secondary general education, sufficient for level completion, without direct access to tertiary education |
| Upper secondary general education, sufficient for level completion, with direct access to tertiary education |
| Upper secondary, vocational |
| Upper secondary vocational education, sufficient for partial level completion, without direct access to tertiary education |
| Upper secondary vocational education, sufficient for level completion, without direct access to tertiary education |
| Upper secondary vocational education, sufficient for level completion, with direct access to tertiary education |
| Upper secondary and post-secondary non-tertiary |
| Upper secondary and post-secondary non-tertiary, general |
| Upper secondary and post-secondary non-tertiary, vocational |
| Upper secondary and post-secondary non-tertiary, orientation not specified |
| Upper secondary vocational education, school and work-based programmes |
| At least upper secondary |
| Secondary |
| Secondary, general |
| Secondary, vocational |
| Post-secondary non-tertiary |
| Post-secondary non-tertiary, general |
| Post-secondary non-tertiary, vocational |
| Post-secondary non-tertiary vocational education, sufficient for level completion, without direct access to tertiary education |
| Post-secondary non-tertiary vocational education, sufficient for level completion, with direct access to tertiary education |
| Short-cycle tertiary education |
| Short-cycle tertiary education, general |
| Short-cycle tertiary education, vocational |
| Bachelor's or equivalent level |
| Bachelor's or equivalent level, academic |
| Bachelor's or equivalent level, professional |
| Short-cycle tertiary and Bachelor's |
| Bachelor's and Master's or equivalent levels |
| Total tertiary excluding doctoral level |
| Bachelor's to doctorate |
| Master's or equivalent level |
| Master’s or equivalent academic level, long first degree |
| Master's or equivalent level, academic |
| Master's or equivalent level, professional |
| Master's to doctorate |
| Doctoral or equivalent level |
| Total tertiary |
| Lower secondary to tertiary, general programmes |
| Lower secondary to tertiary, vocational programmes |
| Total tertiary education, academic programmes |
| Total tertiary education, professional programmes |
| All levels of education |
| All levels of education + not allocated by level |
| Not allocated by level of education |
| Master's long first degree (LFD) degree |
Age Group
| Early childhood |
| Basic school ages |
| Compulsory school ages |
| 15 year-olds |
| 15-19 year-olds |
| Youths |
| Young adults |
| Adults |
| All ages and age unknown |
Refine the indicator selection after selecting a base theme.
Survey of Adult Skills (PIAAC): Full selection of indicators
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.
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.
| Survey of Adult Skills (PIAAC) | Skills Matter: Additional Results from the Survey of Adult Skills (2019) | The Survey of Adult Skills - Reader's Companion (3rd edition) | Skills Matter: Further Results from the Survey of Adult Skills (2016) | OECD Skills Outlook 2013 | PIAAC Database | OECD Skills Strategy |
Select first some countries to compare, choose the chart you wish to display and customise them.
Browser View
Select OECD Countries
| Australia |
| Austria |
| Belgium |
| Belgium (Flanders) |
| Belgium (French) |
| Belgium (excl. Flemish) |
| Canada |
| Alberta (Canada) |
| Canadian provinces |
| Chile |
| Colombia |
| Costa Rica |
| Czech Republic |
| 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 |
| China |
| B-S-J-Z (China) |
| Hong Kong (China) |
| Macao (China) |
| Shanghai (China) |
| Chinese Taipei |
| Croatia |
| Dominican Republic |
| Ecuador |
| Egypt |
| Georgia |
| India |
| Indonesia |
| Jordan |
| Kazakhstan |
| Kyrgyz Republic |
| Kosovo |
| Lebanon |
| North Macedonia |
| Malaysia |
| Malta |
| Moldova |
| Montenegro |
| Morocco |
| Panama |
| Peru |
| Philippines |
| Qatar |
| Romania |
| Saudi Arabia |
| Serbia |
| Singapore |
| South Africa |
| Tajikistan |
| Thailand |
| Trinidad and Tobago |
| Tunisia |
| United Arab Emirates |
| Abu Dhabi (UAE) |
| Ukraine |
| Uruguay |
| Viet Nam |
The data table will display up to four selected countries (unselect the OECD average to have one more).
Click the 
for more indicators:
for more indicators:
Click the for more indicators:
for more indicators:
Click the for more indicators:
for more indicators:
Click the for more indicators:
for more indicators:Country Profile quick links
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.
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.