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 2022 (EAG 2022): Highlights |
| EAG 2022, Chapter A: The output of educational institutions and the impact of learning |
| EAG 2022, Chapter B: Access to education, participation and progression |
| EAG 2022, Chapter C: Financial resources invested in education |
| EAG 2022, 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 |
| Access & Participation |
| Organisation & Governance |
| Finance & Funding |
| Learning environment |
| Students' Well-Being |
| Teachers |
| School leadership |
| Evaluation & Quality assurance |
| Equity |
| Gender |
| Digital divide |
| Special needs |
| Socio-economic status |
| Migrant background |
| Economic & Social outcomes |
| Internationalisation |
| Research & Innovation |
| Trends shaping education |
| Attainment |
| Skills |
| Low performers |
| Computers, education & skills |
| 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, vocational |
| 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 |
| At least upper secondary |
| Secondary |
| Secondary, general |
| Secondary, vocational |
| Post-secondary non-tertiary |
| Post-secondary non-tertiary, general |
| Post-secondary non-tertiary, vocational |
| 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 |
| Tertiary-type B |
| Tertiary-type A |
| Tertiary-type A and advanced research programmes |
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.
PISA 2018: Highlight indicators
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. The assessment focuses on the core school subjects of science, reading and mathematics.
Reading was the main subject assessed in PISA 2018. The PISA 2018 reading assessment, which was delivered on computer in most of the 79 countries and economies that participated, included new text and assessment formats made possible through digital delivery. The test aimed to assess reading literacy in the digital environment while retaining the ability to measure trends in reading literacy over the past two decades. PISA 2018 defined reading literacy as understanding, using, evaluating, reflecting on and engaging with texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society.
Some 600 000 students (representing about 32 million 15-year-olds) in 79 participating countries and economies sat the test.
Beijing, Shanghai, Jiangsu and Zhejiang (China) and Singapore scored significantly higher in reading than all other countries/economies that participated in PISA 2018. Estonia, Canada, Finland and Ireland were the highest-performing OECD countries in reading. Some 77% of students, on average across OECD countries, attained at least Level 2 proficiency in reading. At a minimum, these students are able to identify the main idea in a text of moderate length, find information based on explicit, though sometimes complex, criteria, and reflect on the purpose and form of texts when explicitly directed to do so. Over 85% of students in Beijing, Shanghai, Jiangsu and Zhejiang (China), Canada, Estonia, Finland, Hong Kong (China), Ireland, Macao (China), Poland and Singapore performed at this level or above. Around 8.7% of students, on average across OECD countries, were top performers in reading, meaning that they attained Level 5 or 6 in the PISA reading test. At these levels, students are able to comprehend lengthy texts, deal with concepts that are abstract or counterintuitive, and establish distinctions between fact and opinion, based on implicit cues pertaining to the content or source of the information. In 20 education systems, including those of 15 OECD countries, over 10% of 15-year-old students were top performers. On average across OECD countries, mean performance in reading, mathematics and science remained stable between 2015 and 2018.
Between 2003 and 2018, Brazil, Indonesia, Mexico, Turkey and Uruguay enrolled many more 15-year-olds in secondary education without sacrificing the quality of the education provided.
In spite of socio-economic disadvantage, some students attain high levels of academic proficiency. On average across OECD countries, one in ten disadvantaged students was able to score in the top quarter of reading performance in their countries (known as academic resilience), indicating that disadvantage is not destiny. In Canada, Estonia, Ireland and the United Kingdom, all of which score above the OECD average, more than 13% of disadvantaged students were academically resilient.
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.
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.
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.
| PISA 2018 | PISA 2018 Results (Volume I): What Students Know and Can Do | 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: How are students doing? (video) | PISA 2018 Assessment and Analytical Framework | PISA Glossary | PISA Database |
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).
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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 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. 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 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.