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.
Access & Participation
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). Around 86% of today's young people will complete upper secondary education over their lifetimes. In all countries but Norway, the Slovak Republic and Sweden, young women are now more likely to do so than men. 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.
| Education policies: Attainment | Education policies: Access and Participation | Education at a Glance 2022 (EAG 2022): OECD Indicators | Education at a Glance 2019 (EAG 2019): OECD Indicators | Education at a Glance 2018 (EAG 2018): OECD Indicators | Annexes from Education at a Glance | Educational Opportunity for All: Overcoming Inequality throughout the Life Course | How can countries close the equity gap in education? |
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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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. 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.