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.
EAG 2022, Chapter B: Access to education, participation and progression
On average, the vast majority (88%) of children between the age of 3 and 5 are enrolled in early childhood education (ECE) across the OECD. In a few countries, it is also common for younger children between the age of 0 and 2 to participate in ECE and over 50% of children in this age group are enrolled. However, only 27% of under-threes are enrolled in ECE on average across the OECD. In almost all countries with available data, the majority of upper secondary graduates from general programmes are women. Men dominate graduation from vocational programmes in almost three-quarters of the countries. While the average age of first-time graduates from general upper secondary education does not differ much across countries, the difference widens in vocational education, ranging from 16 to 34 years. Around one-fifth of tertiary students are enrolled on a part-time basis, but large differences exist across OECD countries. Studying part-time is especially common in many Nordic countries, Australia, New Zealand and the United States, where more than 30% of students study part-time. It allows students to obtain a tertiary education while pursuing a career or taking care of a family and is an important instrument for broadening access to tertiary education. However, in some countries like the Czech Republic, and Greece, less than 5% of students study part-time. Students are more likely to cross borders to pursue their studies as they reach more advanced levels of education. Internationally mobile students account for only 7% of bachelor's students, but 17% of master's students and 26% of doctoral students on average in OECD countries.
| Education at a Glance 2022 (EAG 2022): OECD Indicators | Annexes from Education at a Glance 2022 | 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 |
| 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.