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 2021 (EAG 2021): Highlights
EAG 2021, Chapter A: The output of educational institutions and the impact of learning
EAG 2021, Chapter B: Access to education, participation and progression
EAG 2021, Chapter C: Financial resources invested in education
EAG 2021, 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?
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
Demographic, social & economic indicators
TALIS 2018 (results for primary and upper secondary)

PRIMARY EDUCATION

  • The proportion of female teachers represents over three quarters of the primary teaching force (TALIS average 78%), which is higher than the proportion in lower secondary education of 63%.
  • Less than half of teachers (46% on average) cited receiving formal training in facilitating transitions from early childhood education to primary education. However, a slightly smaller share of teachers (38%) said they felt well or very well prepared in this area.
  • Thirty-seven percent (37%) of teachers report modifying lessons for students with special needs is a source of stress "quite a bit" or "a lot" in primary in contrast to 29% in lower secondary. The biggest gaps can be observed in France, Denmark and the Flemish Community of Belgium.
  • More than 60% of teachers in primary education report having received ICT training. Moreover, 80% of novice teachers reported receiving training in this area. Large gaps between experienced and novice teacher who have received training can be seen in France, Spain, the Flemish Community of Belgium, CABA (Argentina), Denmark and Sweden.
  • Female teachers are more likely than their male colleagues to work part-time, be stressed, work longer hours and report that they would like to leave teaching in the next five years.

  • UPPER SECONDARY EDUCATION

  • The most common cognitive activation teaching practices teachers report to use are: giving students tasks that require them to think critically (65%) and letting students use information and communication technology (ICT) for projects or class work (60%).
  • Teachers in upper secondary education reported being involved in fewer collaborative activities than their peers in lower secondary education. Teaching jointly as a team in the same class shows significant decreases among teachers in upper secondary (5 percentage points difference).
  • We see that in some contexts like Brazil, Portugal, Slovenia and Turkey, teachers who teach VET classes are more likely to engage in cognitive practices such making students work in small groups than their non-VET colleagues.
  • Almost a quarter of teachers (23%) in upper secondary education stated they would like to leave teaching in the next five years. Teachers satisfied with their salaries and terms of employment, and who consider the school provides opportunities to engage in discussion and has a collaborative culture are less likely to state they will leave teaching.
  • Female teachers are underrepresented in certain subjects. Only about 25% of female teachers in upper secondary education teach in a STEM subject field (science, technology, mathematics) in contrast to 31% of male teachers. Furthermore, 15% of female teachers teach in VET (vocational and technical education programmes) in contrast to 19% of male teachers.


  • | TALIS 2018 | Teachers Getting the Best out of Their Students from Primary to Upper Secondary Education | TALIS 2018 Conceptual Framework | Education policies: Teachers  |

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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.