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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Early childhood education & care
A growing body of research recognises that early childhood (pre-primary) education and care improves children's cognitive abilities, helps to create a foundation for lifelong learning, makes learning outcomes more equitable, reduces poverty, and improves social mobility from generation to generation. Since inequities in education opportunities and outcomes tend to grow when school is not compulsory, earlier entrance into the education system may help to give all students a better chance to succeed and, therefore, reduce educational inequities. The following indicators provide a look at the development of early childhood education and care systems around the world.
Enrolment from age 0 in education and care programmes and services is increasing. On average, 29% of children under 3 were enrolled in ISCED 0 programmes in 2023, but other ECEC services also play a significant role. In Japan, 26% of children under 2 and 53% of 2-year-olds are enrolled in ECEC services outside ISCED 0. At older ages some countries reach near universal participation in education. On average across the OECD, 79% of 3-year-olds and 90% of 4-year-olds were enrolled in ECEC in 2023. Private institutions are more common for younger children. On average, 53.5 % of children in early childhood educational development (ISCED 01) were enrolled in private institutions in 2023, compared with 35.4 % in pre-primary programmes (ISCED 02). The ratio of children to teaching staff is a key indicator of the resources devoted to ECEC. On average across OECD countries, there were 12.5 children for every teacher in pre-primary education in 2023, but wide variations were observed across countries. Ratios were smaller when teachers’ aides were included: 8.4 children per contact staff. In all countries participating in the 2018 TALIS Starting Strong Survey, a large majority (around 70%) of staff reported wide use of practices facilitating socio-emotional or language development, while literacy and numeracy practices were less common. According to the 2024 Starting Strong Survey, the percentage of staff reporting work-related stress varies substantially across systems. It ranges from under 20% in pre-primary education in Colombia and Israel to over 75% in Germany, in both levels of ECEC. In many countries and subnational entities, having too many tasks at the same time and performing extra duties are top sources of stress. In most systems, a majority of ECEC leaders report a need for greater support from local, regional or national authorities. The share reaches 85% or more in pre-primary settings in Colombia, Japan and Morocco.
| Education policies: Acces and Participation in ECEC | ECEC systems dashboard (EAG 2023) | OECD Early Childhood Education and Care Project | Results from the Starting Strong Survey 2018 | Building a High-Quality Early Childhood Education and Care Workforce: Further Results from the Starting Strong Survey 2018 | Priming up for primary school | Education at a Glance 2025 (EAG 2025): OECD Indicators | Early childhood education and care systems | PISA 2022 | Does Pre-primary Education Reach Those Who Need it Most? | Does Participation in Pre-Primary Education Translate into Better Learning Outcomes at School? |
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 |
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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.