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

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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)
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Impact of COVID-19 in education
PISA 2022 Results (Volume I): The State of Learning and Equity in Education

The OECD Programme for International Student Assessment, or PISA, assesses the extent to which 15-year-old students, near the end of their compulsory education, have acquired key knowledge and skills that are essential for full participation in modern societies. PISA 2022 assesses reading, science, and, as its main subject, mathematics. Being proficient in mathematics today is more than the mere reproduction of routine mathematical procedures. Rather, PISA considers a mathematically proficient person to be someone who can mathematically reason their way through complex real-life problems and find solutions by formulating, employing and interpreting mathematics. Some 690 000 students took the assessment in 2022, representing about 29 million 15-year-olds in the schools of the 81 countries and economies.

  • Singapore scored significantly higher than all other countries/economies in mathematics (575 points) and, along with Hong Kong (China), Japan, Korea, Macao (China), and Chinese Taipei, outperformed all other countries and economies in mathematics. Another 17 countries also performed above the OECD average (472 points), ranging from Estonia (510 points) to New Zealand (479 points).
  • An average of 69% of students are at least basically proficient in mathematics in OECD countries. This means they are beginning to demonstrate the ability and initiative to use mathematics in simple real-life situations.
  • In 16 out of 81 countries/economies participating in PISA 2022, more than 10% of students attained Level 5 or 6 proficiency, meaning they are high-performing. By contrast, less than 5% of students are high-performing in 42 countries/economies.
  • Singapore scored significantly higher than all other countries/economies in reading (543 points) and science (561 points).
  • About three out of four students have achieved basic proficiency in reading and science in OECD countries.
  • In reading and science, an OECD average of 7% of students attained the highest proficiency levels of 5 or 6. In 13 countries/economies, more than 10% of students are top performers in reading. In 14 countries/economies, more than 10% of students are top performers in science.
  • No change in the OECD average over consecutive PISA assessments up to 2018 has ever exceeded four points in mathematics and five points in reading: in PISA 2022, however, the OECD average dropped by almost 15 points in mathematics and about 10 score points in reading compared to PISA 2018. Mean performance in science, however, remained stable. The unprecedented drops in mathematics and reading point to the shock effect of COVID-19 on most countries.
  • Trend analysis of PISA results reveals a decades-long decline that began well before the pandemic.
  • Four countries and economies are bucking this trend of long-term decline: Colombia, Macao (China), Peru, and Qatar. Their results have improved on average in all three subjects over the full period they have participated in PISA.
  • Socio-economically advantaged students scored 93 points more in mathematics than disadvantaged students on average across OECD countries. The performance gap attributed to students' socio-economic status is greater than 93 score points in 22 countries or economies and 50 points or fewer in 13 countries or economies.
  • Boys outperformed girls in mathematics by nine score points and girls outperformed boys in reading by 24 score points on average across OECD countries. In science, the performance difference between boys and girls is not significant.
  • Non-immigrant students scored 29 points more than immigrant students in mathematics, on average across OECD countries, but non-immigrant students scored only five points more than immigrant students once socio-economic status and language spoken at home had been accounted for.
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    OECD average

    Non-OECD Countries

    G20 average
    TALIS average
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    TALIS avg. upper secondary education
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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.