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

Base Theme

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)
Skills
Low performers
Computers, education & skills
Access & participation
Student mobility
Education attainment
Education system & governance
Financing education
Learning environment
Students' well-being
Equity
Gender
Digital divide
Special needs
Socio-economic status
Migrant background
Economic & social outcomes
Teachers & educators
Education leadership
Evaluation & quality assurance
Future of education and skills
Research & innovation
Early childhood education & care
Vocational education & training (VET)
Tertiary education
Impact of COVID-19 in education
Access & participation
  • Early childhood education and care (ECEC) is crucial for children's learning, development and well-being as well as for their parents' ability to return to work. On average, 18% of children under 2 and 43% of 2-year-olds were enrolled in ISCED 0 programmes in 2021.
  • In most OECD countries, education now begins for most children well before they are 5 years old. On average, around one-third of children under the age of 3 were enrolled in early childhood education and care (ECEC), either full time or part time. On average, 40% of 1-year-olds and around 60% of 2-year-olds were already enrolled in ECEC services.
  • Between 2005 and 2020, the average enrolment of 3-5 year-olds in pre-primary or primary education in OECD countries rose from 75% to 88%. In half of the 42 countries with available data, the enrolment of children between the ages of 3 and 5 is near universal, exceeding 90%.
  • On average across OECD countries, over 80% of 15-19 year-olds are enrolled in upper secondary education (more than 40% in general programme and around 36% in vocational programmes).
  • Despite the educational expansion experienced on average across OECD countries in recent decades, 20% of adults (25-64 year-olds) still do not have an upper secondary qualification in 2022. Forty percent have an upper secondary or post-secondary non-tertiary qualification as their highest level of education, the same share as those with a tertiary degree.
  • Around 47% of 25-34 year olds in OECD countries now have a tertiary-level education. That proportion is 8 percentage points larger than that of the full adult population (25-64 year-olds) who have attained a similar level of education.
  • The number of international or foreign students enrolled in tertiary education programmes worldwide has expanded massively over the last two decades. It rose from 2 million in 1998 to 5.3 million in 2017, growing at an average annual rate of 5% among OECD countries and 6% among non-OECD countries.
  • The most common form of participation in adult learning is non-formal education and training, mostly job related. Slightly more than one in ten adults (25-64 year-olds) participate in non-formal education and training on average across OECD and accession countries reporting data with a four-week reference period, of which almost 80% have engaged in at least one job-related learning activity.
  • On average, 72% of students who enter upper secondary education graduate within its theoretical duration across countries with available data. Two years after the end of the theoretical duration, the average completion rate has increased to 82%.
  • Students who entered a general upper secondary programme have a higher rate of completion (87%) than those who entered in a vocational programme (73%) in nearly all countries two years after the end of the theoretical programme duration.
  • Browser View

    Select OECD Countries

    Australia
    Austria
    Belgium
    Belgium (Flanders)
    Belgium (French)
    Belgium (excl. Flemish)
    Canada
    Alberta (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)
    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
    Cambodia
    China
    B-S-J-Z (China)
    Hong Kong (China)
    Macao (China)
    Shanghai (China)
    Chinese Taipei
    Croatia
    Dominican Republic
    Ecuador
    Egypt
    El Salvador
    Georgia
    Guatemala
    India
    Indonesia
    Jamaica
    Jordan
    Kazakhstan
    Kyrgyz Republic
    Kosovo
    Lebanon
    North Macedonia
    Malaysia
    Malta
    Moldova
    Mongolia
    Montenegro
    Morocco
    Palestinian Authority
    Panama
    Paraguay
    Peru
    Philippines
    Qatar
    Romania
    Saudi Arabia
    Serbia
    Singapore
    South Africa
    Tajikistan
    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).
    Click the arrows for more indicators:
    Click the arrows for more indicators:
    Click the arrows for more indicators:
    Click the arrows for more indicators:
    Country Profile quick links
    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.