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
Computers, education & skills
The following findings, based on an analysis of the 2012 Programme for International Student Assessment (PISA) data, tell us that, despite the pervasiveness of information and communication technologies (ICT) in our daily lives, these technologies have not yet been as widely adopted in formal education. But where they are used in the classroom, their impact on student performance is mixed, at best. In fact, PISA results show no appreciable improvements in student achievement in reading, mathematics or science in most countries that had invested heavily in ICT for education.

  • The countries with the greatest integration of ICT in schools are Australia, Denmark, the Netherlands and Norway. Rapid increases in the share of students doing schoolwork on computers can often be related to large-scale laptop-acquisition programmes, such as those observed in Australia, Chile, Greece, New Zealand, Sweden and Uruguay.
  • On average, seven out of ten students use computers at school, a proportion unchanged since 2009. Among these students, the frequency of computer use increased in most countries during the period.
  • Overall, the relationship between computer use at school and performance is graphically illustrated by a hill shape, which suggests that limited use of computers at school may be better than no use at all, but levels of computer use above the current OECD average are associated with significantly poorer results.
  • On average across TALIS countries, nearly 18% of teachers reported a high level of need to develop their ICT skills for teaching.
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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.