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 2020 (EAG 2020): Highlights |
| EAG 2020, Chapter A: The output of educational institutions and the impact of learning |
| EAG 2020, Chapter B: Access to education, participation and progression |
| EAG 2020, Chapter C: Financial resources invested in education |
| EAG 2020, 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 2018 Results (Volume V): Effective Policies, Successful Schools |
| PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World? |
| 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 |
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 |
| 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 |
| 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 level, academic |
| Master's or equivalent level, professional |
| Master's to doctorate |
| Doctoral or equivalent level |
| Total tertiary |
| 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.
EAG 2020, Chapter B: Access to education, participation and progression
On average across OECD countries, almost 7 out of 10 upper secondary vocational students are enrolled in programmes that provide direct access to tertiary education after completion. On average across OECD countries in 2018, 26% of children under 3 were enrolled in early childhood education and care (ISCED 0). While 37% of 15-19 year-old upper secondary students are in vocational programmes, the share increases to 61% among students over 25. The most popular fields of study among vocational graduates vary at different levels of education. While engineering, manufacturing and construction is the most common broad field at upper secondary level, at short-cycle tertiary level, most students graduate from business, administration and law, or health and welfare. Combined school and work-based learning can help students transition smootly into the labor market. However, only one third of all upper secondary vocational students are enrolled in school and work-based programmes on average across OECD countries. Based on current patterns, it is estimated that 38% of young adults across OECD countries will graduate from tertiary education for the first time before the age of 30 (excluding international students).
| Education at a Glance 2020 (EAG 2020): OECD Indicators | Annexes from Education at a Glance 2020 | OECD Handbook for Internationally Comparative Education Statistics 2018 | On-line databases |
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 |
| 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 |
| Turkey |
| United Kingdom |
| England (UK) |
| Northern Ireland (UK) |
| United States |
| OECD average |
Non-OECD Countries
| G20 average |
| TALIS average |
| Albania |
| Algeria |
| Argentina |
| Buenos Aires (Argentina) |
| Baku (Azerbaijan) |
| Belarus |
| Bosnia and Herzegovina |
| Brazil |
| Brunei Darussalam |
| Bulgaria |
| China |
| 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 |
| Moldova |
| Montenegro |
| Morocco |
| Panama |
| Peru |
| Philippines |
| Qatar |
| Romania |
| Russian Federation |
| 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 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.
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.