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 2022 Results (Volume III): Creative Minds, Creative Schools
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 2024 (EAG 2024): Highlights
EAG 2024, Chapter A: The output of educational institutions and the impact of learning
EAG 2024, Chapter B: Access to education, participation and progression
EAG 2024, Chapter C: Financial resources invested in education
EAG 2024, Chapter D: Teachers, learning environment and organisation of schools
Survey of Adult Skills (PIAAC)
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
Skills
Low performers
Computers, education & skills
Collaborative Problem Solving
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
Gender
  • In reading, 15 year-old girls outperform boys in every country participating in PISA 2022 (OECD average: 24 PISA score points difference). By contrast, boys tend to outperform girls in mathematics in most countries (OECD average: 9 PISA score points difference). In reading, the socio-economic environment plays a role in narrowing the gender gap especially for boys. At older ages, gender differences in literacy are not significant, suggesting that men acquire these skills later through life experience.
  • Even though gender differences in science performance tend to be small, on average, in only 6 out of 81 countries and economies, the share of top performers in science is larger among boys than among girls.
  • In all PISA 2018 participating countries, girls reported much greater enjoyment of reading than boys. The largest gender gap in enjoyment of reading was observed in Germany, Hungary and Italy and the smallest in Indonesia and Korea. On average across OECD countries in 2018, both boys and girls reported significantly less enjoyment of reading than their counterparts did in 2009.
  • On the other hand, girls report worrying about math classes being hard for them more often than boys do (65% and 54% on average, respectively). The share of girls who report not being good in math is also larger (48%) than boys (37%), on average.
  • In almost all countries, boys see themselves as becoming ICT professionals, scientists or engineers more than girls do.
  • These gender differences are also patent among graduates from tertiary education. In 2020, women outnumber men among new entrants to short-cycle tertiary, bachelor's programmes and master's long first degrees. However, there are stark differences across fields of study: women are under-represented in engineering, manufacturing and construction but over-represented in health and welfare.
  • However, doctoral level is the only level of education where women represent less than 50% of entrants on average across the OECD. One of the reasons for the higher share of men is the predominance of STEM-related fields of study at doctoral level. In four out of the ten countries where men outnumber women among new entrants, at least 50% of doctoral students entered a STEM-related field.
  • The gender gap in earnings persists across all levels of educational attainment, and the gap is wider among tertiary-educated adults. Across OECD countries, tertiary-educated women earn only 77% as much as tertiary-educated men. This gender gap of 23% in earnings for tertiary-educated adults is higher than the gender gap for adults with below upper secondary (20%) and adults with upper secondary or post-secondary non-tertiary education (20%).
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    Select OECD Countries

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    OECD average

    Non-OECD Countries

    G20 average
    TALIS average
    TALIS avg. primary education
    TALIS avg. upper secondary education
    Albania
    Algeria
    Argentina
    Buenos Aires (Argentina)
    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
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    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).
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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: 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.