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 2021 (EAG 2021): Highlights
EAG 2021, Chapter A: The output of educational institutions and the impact of learning
EAG 2021, Chapter B: Access to education, participation and progression
EAG 2021, Chapter C: Financial resources invested in education
EAG 2021, Chapter D: Teachers, learning environment and organisation of schools
Survey of Adult Skills (PIAAC): Full selection of indicators
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: 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?
Access & Participation
Organisation & Governance
Finance & Funding
Learning environment
Students' Well-Being
Teachers
Evaluation & Quality assurance
Equity
Gender
Digital divide
Special needs
Socio-economic status
Migrant background
Economic & Social outcomes
Internationalisation
Research & Innovation
School leadership
Trends shaping education
Attainment
Skills
Low performers
Computers, education & skills
Early childhood education & care
Vocational education & training (VET)
Tertiary education
Demographic, social & economic indicators
Teachers
  • On average, 91% of teachers across countries report overall satisfaction with their job, and, in the majority of TALIS countries, most teachers report holding beliefs that suggest high levels of self-efficacy. However, less than a third of all teachers across OECD countries believe that teaching is a valued profession in society (a third in countries participating in TALIS).
  • More than two out of three of teachers are women on average across OECD countries.
  • On average across OECD countries, 33% of primary school teachers were at least 50 years old in 2018. The average increases to 36% at the lower secondary level and 40% at the upper secondary level.
  • The average primary school class in OECD countries has 21 students, and this average increases to 23 in lower secondary education.
  • There are 15 students for every teacher in primary education, 13 students per teacher in secondary education and 15 students per teacher in tertiary education on average across OECD countries.
  • Based on official regulations or agreements, public school teachers in OECD countries and economies are required to teach on average 989 hours per year at pre-primary level, 791 hours at primary level, 723 hours at lower secondary level (general programmes) and 685 hours at upper secondary level (general programmes).
  • Teachers report spending 78% of their lesson time on actual teaching and learning. This means that more than a fifth of their time is reportedly spent on administrative tasks (8%) and keeping order in the classroom (13%).
  • Teachers' statutory salaries vary widely across countries, but often increase with the level of education. In 2019, the statutory salaries of teachers with 15 years of experience and with most prevalent qualification averaged USD 44 209 at the pre-primary level, USD 48 025 at the primary level, USD 49 701 at the lower secondary level (general programmes), and USD 51 034 at the upper secondary level (general programmes). Between 2000 and 2019, teachers' salaries increased in real terms in most countries.
  • On average in OECD countries, primary school teachers' salaries in 2019 amounted to 88% of full-time, full-year earnings of tertiary-educated adults working in different occupations. Lower secondary school teachers' salaries amounted to 90% of that benchmark, and upper secondary school teachers' salaries amounted to 96% of those earnings.
  • According to data from TALIS Starting Strong, staff in the ECEC field have typically completed education beyond secondary school and more than 75% of staff reported having participated in professional development activities. In all countries, fewer than two in five staff report being satisfied with their salary. Even so, staff report high levels of overall job satisfaction.
  • Staff with more education and training and more responsibility report that they adapt their practices in the classroom or playroom to individual children's development and interests.
  • Lack of resources and having too many children in the classroom or playroom are major sources of work-related stress among ECEC staff.
  • When asked about the most likely reason to leave the job, staff indicate retirement, leaving for health-related reasons, attending to family responsibilities and work in a different job not in the ECEC sector, which suggests that ECEC staff often envisage limited possibilities for career progression within the sector.


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    Non-OECD Countries

    G20 average
    TALIS average
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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. Some countries may have provided data refering to another 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 2019 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.