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 2019 (EAG 2019): Highlights
EAG 2019, Chapter A: The output of educational institutions and the impact of learning
EAG 2019, Chapter B: Access to education, participation and progression
EAG 2019, Chapter C: Financial resources invested in education
EAG 2019, Chapter D: Teachers, learning environment and organisation of schools
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 2015 (Volume V): Collaborative Problem Solving
Survey of Adult Skills (PIAAC): Full selection of indicators
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
Tertiary education
Demographic, social & economic indicators
PISA 2018 Results (Volume III): What School Life Means for Students' Lives
Measuring the well-being of 15-year-old students, the target PISA population, is particularly important, as students at this age are in a key transition phase of physical and emotional development. Asking students about themselves gives adolescents the opportunity to express how they feel, what they think of their lives and whether they believe they have the capacity to grow and improve. Even if the well-being indicators examined in this volume do not refer specifically to the school context - for instance, students are asked how satisfied they feel about their lives in general - adolescents spend a large part of their time at school and their peers play a pre-eminent role in their social lives. In fact, students who sat the 2018 PISA test cited three main aspects of their lives that influence how they feel: how satisfied they are with the way they look, with their relationships with their parents, and with life at school.

  • Co-operation amongst students was more prevalent than competition, on average across OECD countries in 2018. Some 62% of students reported that students co-operate with each other while only 50% of students reported that their schoolmates compete with each other.
  • Some 23% of students reported being bullied at least a few times a month, on average across OECD countries.
  • Some 88% of students across OECD countries agreed that it is a good thing to help students who cannot defend themselves and it is wrong to join in bullying. Girls and students who were not frequently bullied were more likely to report stronger anti-bullying attitudes than boys and frequently bullied students.
  • On average across OECD countries, 21% of students had skipped a day of school and 48% of students had arrived late for school in the two weeks prior to the PISA test. In Georgia, Montenegro, Saudi Arabia and Turkey, at least one in five students had skipped school at least three times during that period.
  • The countries and economies where fewer students had skipped a whole day of school were also the countries/economies with higher average reading performance, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Estonia, Finland, Hong Kong (China), Japan, Korea, Macao (China), Singapore, Sweden and Chinese Taipei.
  • On average across OECD countries, 67% of students reported being satisfied with their lives (students who reported between 7 and 10 on the 10-point life-satisfaction scale). Between 2015 and 2018, the share of satisfied students shrank by 5 percentage points.
  • More than 80% of students reported sometimes or always feeling happy, cheerful, joyful or lively, and about 6% of students reported always feeling sad, on average across OECD countries
  • A majority of students disagreed or strongly disagreed with the statement "Your intelligence is something about you that you can't change very much", on average across OECD countries. However, at least 60% of students in the Dominican Republic, Indonesia, Kosovo, the Republic of North Macedonia, Panama and the Philippines agreed or strongly agreed with that statement.


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    OECD average

    Non-OECD Countries

    G20 average
    TALIS average
    Albania
    Algeria
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    Buenos Aires (Argentina)
    Baku (Azerbaijan)
    Belarus
    Bosnia and Herzegovina
    Brazil
    Brunei Darussalam
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    B-S-J-Z (China)
    Hong Kong (China)
    Macao (China)
    Shanghai (China)
    Chinese Taipei
    Costa Rica
    Croatia
    Dominican Republic
    Ecuador
    Egypt
    Georgia
    India
    Indonesia
    Jordan
    Kazakhstan
    Kyrgyz Republic
    Kosovo
    Lebanon
    North Macedonia
    Malaysia
    Malta
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    Peru
    Philippines
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    South Africa
    Tajikistan
    Thailand
    Trinidad and Tobago
    Tunisia
    United Arab Emirates
    Abu Dhabi (UAE)
    Ukraine
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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/

    *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.