Search for specific education indicators by country, theme or level of education and compare the results using interactive charts and tables.

Base Theme

Survey of Adult Skills 2023 (PIAAC)
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 2022 Results (Volume V): Learning Strategies and Attitudes for Life
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
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
Student outcomes
Collaborative Problem Solving
Adult competencies
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
Collaborative Problem Solving
  • Singapore is the highest-performing country in collaborative problem solving, with a mean score of 561 points. The second highest-performing country is Japan, with a mean score of 552 points. Both of these countries score over half of a standard deviation, on average, above the OECD average score.
  • A comparison of the mean scores in collaborative problem solving, science, reading and mathematics shows that the same countries/economies (Canada, Hong Kong (China), Japan, Korea and Singapore) are found at the top of each set of rankings. Indeed, scores in the four domains are highly correlated.
  • Girls outperform boys in collaborative problem solving by 29 score points (515 points compared with 486 points, on average across OECD countries). The differences are greatest in Australia, Finland, Latvia, New Zealand and Sweden, where girls score over 40 points higher than boys, on average.
  • The relationship between collaborative problem-solving performance and socio-economic status is positive in almost every country/economy that participated in the assessment; but the relationship between socio-economic status and performance is weaker in collaborative problem solving than in the three core PISA subjects.
  • How students spend their time before and after school can be related to their performance in collaborative problem solving: on average, students who work for pay score 59 points below students who do not work for pay, and students who play video games score 32 points lower than students who do not play video games. But accessing the Internet, chat or a social network is associated with a seven score-point improvement in collaborative problem-solving performance.
  • Students who are regularly asked to discuss their work in class tend to have more positive attitudes towards collaboration, as do students who had attended pre-primary school.
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    Select OECD Countries

    Australia
    Austria
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    Flemish Region (Belgium)
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    Alberta (Canada)
    Canadian provinces
    Chile
    Colombia
    Costa Rica
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    Denmark
    Estonia
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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
    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
    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.