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
PISA 2018 Results (Volume VI): Are Students Ready to Thrive in an Interconnected World?
The sixth volume of PISA 2018 presents the global competences needed to live in our interconnected and changing world. Global competence is defined as a multidimensional capacity that encompasses the ability to: 1) examine issues of local, global and cultural significance; 2) understand and appreciate the perspectives and worldviews of others; 3) engage in open, appropriate and effective interactions across cultures; and 4) take action for collective well-being and sustainable development.

  • Students in Albania, Greece, Lithuania, Malta and the United Arab Emirates reported the highest levels of awareness of global issues, while students in Argentina, Brunei Darussalam, Indonesia, Malaysia, Romania, Saudi Arabia and Viet Nam reported the lowest levels of awareness.
  • Students in Albania, Kosovo, Lebanon, North Macedonia and Turkey reported the greatest capacity for perspective taking, while those in Colombia, France, Italy, Lithuania and the Slovak Republic showed the least.
  • Students in Albania, the Dominican Republic, Kosovo, the Philippines and Turkey showed the greatest interest in learning about other cultures among the 64 countries and economies that had non-missing data.
  • Students in Albania, Canada, Korea, Portugal and Spain reported the most positive attitudes towards immigrants, with values in the index that were significantly higher than the OECD average. The least positive attitudes were observed in Bulgaria, Hungary, Latvia, Poland and the Slovak Republic.
  • The smallest proportion of students who speak several languages was observed in Australia, Brazil, Chile, Colombia, Korea, Mexico, Scotland (United Kingdom) and Viet Nam.
  • On average across OECD countries, only 12% of students reported that they do not learn any foreign language at school, while 38% reported that they learn one foreign language and 50% reported that they learn two or more.
  • Students in Albania, Costa Rica, Korea, Portugal and Singapore reported the highest levels of agency regarding global issues. The lowest levels were observed in Germany, Hungary, Latvia, the Russian Federation and the Slovak Republic.
  • On average across OECD countries, students reported engaging in about five learning activities linked to global competences. Students in Albania, Baku (Azerbaijan), Colombia, the Dominican Republic, Indonesia, Jordan, Peru, the Philippines and Thailand reported engaging in more than seven activities, while students in France, Hungary, Israel, Latvia, Russia, Scotland (United Kingdom) and Slovenia reported engaging in fewer than five.


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    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.