Data profiles
Filters
Level
| Not in education |
| Non-educational programmes (early childhood) |
| Early childhood education and care |
| Settings for children under age 3 |
| Early childhood educational development |
| Pre-primary |
| Pre-primary and primary |
| Early childhood and primary |
| Pre-primary to upper secondary |
| 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 general education, sufficient for partial level completion, without direct access to tertiary education |
| Upper secondary general education, sufficient for level completion, without direct access to tertiary education |
| Upper secondary general education, sufficient for level completion, with direct access to tertiary education |
| Upper secondary, vocational |
| Upper secondary vocational education, sufficient for partial level completion, without direct access to tertiary education |
| Upper secondary vocational education, sufficient for level completion, without direct access to tertiary education |
| Upper secondary vocational education, sufficient for level completion, with direct access to tertiary education |
| 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 |
| Post-secondary non-tertiary vocational education, sufficient for level completion, without direct access to tertiary education |
| Post-secondary non-tertiary vocational education, sufficient for level completion, with direct access to tertiary education |
| 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 |
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 |
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By level of education:|
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Special needs
The term "special needs education" means different things in different countries. In some it covers only children with physical disabilities, while in others it includes a broader range of students covering, for instance, students facing learning difficulties or socio-economically disadvantaged students. In order to enable policy relevant international comparisons in this field, the OECD developed a tri-partite approach in which students are divided into three categories a) Disabilities : includes students with disabilities or impairments viewed in medical terms as organic disorders attributable to organic pathologies. The educational need is considered to arise primarily from problems attributable to these disabilities; b) Difficulties : covers students with behavioural or emotional disorders, or specific difficulties in learning; c) Disadvantages : comprises students with disadvantages arising from socio-economic, cultural, and/or linguistic factors.
Almost half of lower secondary teachers (45.9%) teach classes where more than 10% of students have special educational needs, suggesting that inclusive education is a regular challenge in classroom practice. The OECD Teaching and Learning International Survey (TALIS) shows that 24.5% of lower secondary teachers report a high level of need for professional development in teaching students with special needs — the highest of all professional development need areas. About 62% of lower secondary teachers feel able to design learning tasks that accommodate students with special education needs “quite a bit” or “a lot”, indicating substantial confidence in adapting instruction to diverse learning requirements. On average across OECD countries, around 46% of lower secondary teachers teach classes where more than one in ten students have special educational needs. This highlights the extent to which inclusive education is part of everyday teaching practice. More than one in three lower secondary teachers (37.2%) report that modifying lessons for students with special education needs is a source of stress “quite a bit” or “a lot”, highlighting the additional demands placed on teachers working in inclusive settings.
| Education policies: Special needs | TALIS 2024 : The State of Teaching | Results from TALIS Starting Strong 2024: Strengthening Early Childhood Education and Care | Students with Disabilities, Learning Difficulties and Disadvantages | Inclusion of Students with Disabilities in Tertiary Education and Employment | Engaging Young Children | Teaching for the Future |
Select first some countries to compare, choose the chart you wish to display and customise them.
Select OECD countries
| Australia |
| Austria |
| Belgium |
| Flemish Region (Belgium) |
| Belgium (French) |
| Belgium (excl. Flemish) |
| Canada |
| Alberta (Canada) |
| New Brunswick (Canada) |
| Quebec (Canada) |
| Canadian provinces |
| Chile |
| Colombia |
| Costa Rica |
| Czechia |
| 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) |
| Scotland (UK) |
| United States |
| OECD average |
| OECD total |
Non-OECD countries
| G20 average |
| TALIS average |
| TALIS avg. primary education |
| TALIS avg. upper secondary education |
| Albania |
| Algeria |
| Argentina |
| Bahrain |
| Buenos Aires (Argentina) |
| Azerbaijan |
| Baku (Azerbaijan) |
| Bosnia and Herzegovina |
| Brazil |
| Brunei Darussalam |
| Bulgaria |
| Cambodia |
| China |
| B-S-J-Z (China) |
| Hong Kong (China) |
| Macao (China) |
| Shanghai (China) |
| Chinese Taipei |
| Croatia |
| Dominican Republic |
| Ecuador |
| El Salvador |
| Georgia |
| Guatemala |
| India |
| Indonesia |
| Jamaica |
| Jordan |
| Kazakhstan |
| Kosovo |
| Lebanon |
| North Macedonia |
| Malaysia |
| Malta |
| Moldova |
| Mongolia |
| Montenegro |
| Morocco |
| Palestinian Authority |
| Panama |
| Paraguay |
| Peru |
| Philippines |
| Qatar |
| Romania |
| Saudi Arabia |
| Serbia |
| Singapore |
| South Africa |
| Thailand |
| Trinidad and Tobago |
| Tunisia |
| United Arab Emirates |
| Abu Dhabi (UAE) |
| Ukraine |
| Uruguay |
| Uzbekistan |
| 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. 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: 2025 for school year 2024/2025.
*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 TALIS technical report and Education at a Glance sources methodologies and technical notes for more details about the data collections.
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. 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: 2025 for school year 2024/2025.
*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 TALIS technical report and Education at a Glance sources methodologies and technical notes for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory text.