Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
3. There is a high degree of variation between countries in the private costs
and gross earnings benefits of attaining a tertiary degree for a man
Private costs and benefits for a man attaining tertiary education (2012)
-600 000 -400 000 -200 000 0 200 000 400 000 600 000 800 000 1000 000
New Zealand
Estonia
Denmark
Canada
Spain
Norway
Italy
Finland
Israel
Australia
Netherlands
Japan
EU22 average
Slovenia
OECD average
Austria
Slovak Republic
Portugal
Czech Republic
Hungary
Poland
United States
Luxembourg
Chile
Direct costs Foregone earnings Income tax effect
Social contribution effect Transfers effect Gross earnings benefits
USD
Table A7.3a
4. Those with tertiary qualifications earn on average 55%
more than those with upper secondary level attainment
Relative earnings of adults working full-time, by educational attainment (2014). Upper secondary education = 100
40
60
80
100
120
140
160
180
200
220
240
260
280
300
Sweden
Denmark
Norway
Estonia
Finland
Belgium
Australia
Greece
Korea
Canada
Spain
France
Italy
Switzerland
Latvia
NewZealand
UnitedKingdom
Netherlands
Austria
Japan
EU22average
Luxembourg
OECDaverage
Israel
Germany
Lithuania
Poland
Ireland
UnitedStates
Portugal
Turkey
SlovakRepublic
Slovenia
CostaRica
CzechRepublic
Mexico
Hungary
Colombia
Chile
Brazil
Below upper secondary All tertiary Short-cycle tertiary
Bachelor's or equivalent Master's, doctoral or equivalent
Index
Figure A6.1
6. Adults who studied in the field of education earn less than
the average tertiary-educated full-time worker
Relative earnings of adults with tertiary education by field of education studied (2012 or 2015). All fields of education = 100
60
70
80
90
100
110
120
130
140
SlovakRepublic
Israel
UnitedStates
England(UK)
Jakarta(Indonesia)
Chile
Estonia
Denmark
RussianFederation
Norway
Flanders(Belgium)
CzechRepublic
Sweden
Australia
NewZealand
Netherlands
OECDaverage
Canada
EU22average
Austria
Singapore
Lithuania
Turkey
Germany
Poland
France
Finland
Slovenia
Korea
Japan
Spain
Ireland
Greece
NorthernIreland(UK)
Italy
Index
Teacher training and education science Science, mathematics and computing
Engineering, manufacturing and construction Health and welfare
Earn less than average
across all fields
Earn more than average
across all fields
Figure A6.4
7. …so gender differences in fields of study
will, together with other factors, translate into different incomes
11
8. There remain large gender disparities with regard to
field of study
Share of female tertiary graduates, by field of education (2014)
0
10
20
30
40
50
60
70
80
90
Argentina
India
Poland
SouthAfrica
Italy
Portugal
SaudiArabia
Estonia
UnitedKingdom
Greece
Iceland
Indonesia
SlovakRepublic
Denmark
Turkey
Israel
CostaRica
Brazil
NewZealand
Colombia
Sweden
CzechRepublic
Canada
Latvia
UnitedStates
Mexico
Slovenia
France
Australia
Hungary
Spain
Lithuania
Korea
Luxembourg
Germany
Finland
Ireland
Belgium
Austria
Netherlands
Norway
RussianFederation
Switzerland
Chile
Japan
Sciences and engineering Education, humanities and social sciences
%
Education
database
9. Men have higher private benefits to tertiary education than
women, while the costs are evenly balanced among the genders
Private costs and benefits of education on attaining tertiary education over a lifetime, by gender (2012)
Countries are ranked in ascending order of financial returns for men
-150 000
-50 000
50 000
150 000
250 000
350 000
450 000
550 000
650 000
-150 000
-50 000
50 000
150 000
250 000
350 000
450 000
550 000
650 000
NewZealand
Estonia
Denmark
Canada
Spain
Norway
Italy
Finland
Israel
Australia
Netherlands
Japan
EU22average
Slovenia
OECDaverage
Austria
SlovakRepublic
Portugal
CzechRepublic
Hungary
Poland
UnitedStates
Luxembourg
Chile
Women - total costs Men - total costs Women - total benefits Men - total benefits
USD
Figure A7.2
11. Lower levels of educational attainment are associated with
higher shares of adults reporting health-related issues
Average percentage of adults reporting activity limitation due to health problem, by educational attainment and age group (2014)
0
10
20
30
40
50
60
70
25-34 year-olds 35-44 year-olds 45-54 year-olds 55-64 year-olds 65-74 year-olds 75-year-olds and
over
Below upper secondary
Upper secondary or post-secondary non-tertiary
Tertiary%
Figure A8.2
12. Tertiary-educated adults tend to report higher levels
of life satisfaction
Life satisfaction today, by educational attainment (2015)
30
40
50
60
70
80
90
100
Iceland
SlovakRepublic
Sweden
NewZealand
Norway
Switzerland
Chile
Canada
Netherlands
Denmark
CzechRepublic
Finland
Luxembourg
Australia
Belgium
Spain
CostaRica
Latvia
Ireland
France
Israel
OECDaverage
EU22average
UnitedStates
Poland
SaudiArabia
Italy
Portugal
Argentina
RussianFederation
Lithuania
UnitedKingdom
China
SouthAfrica
Slovenia
Japan
Greece
Austria
Hungary
Turkey
Korea
India
Life satisfaction today - Upper secondary or post-secondary non-tertiary Life satisfaction today - Tertiary%
Figure A8.5
13. Also for taxpayers the benefits of better education
far outweigh the costs
17
14. The public benefits for a man attaining a tertiary education
are on average nearly 4 times greater than the public costs
Public costs and benefits for a man attaining tertiary education (2012)
-200 000 -100 000 0 100 000 200 000 300 000 400 000 500 000
Estonia
New Zealand
Switzerland
Canada
Spain
Slovak Republic
Norway
Israel
Poland
Australia
Finland
Chile
Czech Republic
Japan
Denmark
OECD average
EU22 average
Portugal
Italy
Austria
Netherlands
Hungary
Slovenia
United States
Luxembourg
Direct costs Foregone taxes on earnings Income tax effect
Social contribution effect Transfers effect Unemployment benefits effect
USD
Table A7.4a
15. Many countries have been able to meet rising demand
for tertiary education with more resources…
21
16. In more than half of the countries, expenditure per tertiary student
increased, with an average increase of 5% between 2008 and 2013
Changes in the number of students, expenditure on educational institutions and expenditure per student in tertiary education (2008, 2013)
70
80
90
100
110
120
130
140
150
160
170
Estonia
Poland
SlovakRepublic
RussianFederation
Turkey
Israel
CzechRepublic
Korea
Japan
Sweden
EU22average
Slovenia
OECDaverage
Chile
Italy
Finland
Netherlands
Australia
France
Iceland
Hungary
Norway
Belgium
Portugal
UnitedStates
Mexico
Germany
Spain
Denmark
Ireland
Index of change
(2008=100)
Change in expenditure
Change in the number of students (in full-time equivalents)
Change in expenditure per student
Figure B1.5b
17. On average, over USD 15 000 is spent per student in
tertiary education per year
Annual expenditure per student by educational institutions for all services in tertiary education (2013)
0
5 000
10 000
15 000
20 000
25 000
30 000
35 000
40 000
45 000
Luxembourg
UnitedStates
UnitedKingdom
Switzerland
Sweden
Canada
Norway
Netherlands
Australia
Japan
Finland
Germany
Austria
Denmark
France
Belgium
OECDaverage
EU22average
Israel
NewZealand
Ireland
Brazil
Spain
Slovenia
Estonia
Iceland
Italy
Portugal
Turkey
CzechRepublic
SlovakRepublic
Hungary
Korea
Poland
Lithuania
RussianFederation
Latvia
Chile
Mexico
Colombia
Indonesia
USD
Figure B1.3c
18. Countries spend 1.6% of their GDP on tertiary
education, on average
Public and private expenditure on tertiary education institutions as a percentage of GDP (2013)
0.0
0.5
1.0
1.5
2.0
2.5
3.0
UnitedStates
CostaRica
Canada
Chile
Korea
Colombia
Estonia
UnitedKingdom
Finland
NewZealand
Austria
Denmark
Netherlands
Sweden
Turkey
Lithuania
Australia
Israel
Norway
Japan
France
RussianFederation
Belgium
Portugal
Latvia
Poland
CzechRepublic
Hungary
Spain
Iceland
Mexico
Germany
Ireland
Slovenia
Argentina
SlovakRepublic
Italy
% of GDP
OECD average (total expenditure)
Figure B2.2b
20. Considerably more private spending is directed towards
tertiary education relative to lower levels of education
Share of private expenditure on educational institutions (2013)
0
10
20
30
40
50
60
70
80
90
Korea
Japan
UnitedStates
Chile
Australia
Israel
Colombia
NewZealand
Canada
UnitedKingdom
Portugal
CostaRica
Hungary
RussianFederation
Italy
Mexico
Latvia
Spain
OECDaverage
Netherlands
Lithuania
SlovakRepublic
CzechRepublic
Ireland
EU22average
France
Turkey
Poland
Estonia
Germany
Slovenia
Belgium
Sweden
Iceland
Denmark
Austria
Norway
Finland
Argentina
%
Primary, secondary and post-secondary non-tertiary education
Tertiary education
Figure B3.1
21. On average, 21% of expenditure at the tertiary level
comes from households
Distribution of public and private expenditure on tertiary educational institutions (2013)
0
10
20
30
40
50
60
70
80
90
100
Argentina
Finland
Norway
Austria
Denmark
Iceland
Sweden
Belgium
Slovenia
Germany
Estonia
Poland
Turkey
France
EU22average
Ireland
CzechRepublic
SlovakRepublic
Lithuania
Netherlands
OECDaverage
Spain
Latvia
Mexico
Italy
RussianFederation
Hungary
CostaRica
Portugal
UnitedKingdom
Canada
NewZealand
Colombia
Israel
Australia
Chile
UnitedStates
Japan
Korea
Public expenditure on educational institutions Household expenditure
Expenditure of other private entities All private sources%
Figure B3.2b
22. The share of private expenditure tends to be more variable over
time at the tertiary level compared to lower levels of education
Trends in the shares of private expenditure on educational institutions (2013)
0
10
20
30
40
50
60
70
80
90
Korea
Japan
UnitedStates
Chile
Australia
Israel
Colombia
NewZealand
Canada
UnitedKingdom
Portugal
CostaRica
Hungary
RussianFederation
Italy
Mexico
Latvia
Spain
OECDaverage
Netherlands
Lithuania
SlovakRepublic
CzechRepublic
Ireland
EU22average
France
Turkey
Poland
Estonia
Germany
Slovenia
Belgium
Sweden
Iceland
Denmark
Austria
Norway
Finland
Argentina
% 2013- Tertiary education 2008- Tertiary education
Table B3.2
23. Independent private tertiary institutions tend to charge
significantly higher tuition fees than public institutions
Tuition fees charged by public and private institutions at bachelor's or equivalent level (2013/14)
0
5 000
10 000
15 000
20 000
25 000
UnitedStates
Japan
Korea
Canada
Australia
NewZealand
Israel
Netherlands
Italy
Switzerland
Austria
Belgium(Fl.)
Colombia
Belgium(Fr.)
Denmark
Estonia
Finland
Norway
SlovakRepublic
Slovenia
Sweden
Turkey
Mexico
UnitedKingdom
Public institutions Government-dependent private institutions Independent private institutions
Data not
available or
applicable
for public
institutions
USD
Figure B5.1
24. But the demand for better education remains unwavering
32
25. Since 2005, the enrolment rate of 20-24 year-olds in tertiary
education has increased by four percentage points
Change in tertiary enrolment rates among 20-24 year-olds (2005 and 2014)
0
10
20
30
40
50
60
Korea
Slovenia
Poland
Lithuania
Chile
Turkey
Greece
Denmark
Spain
CzechRepublic
Ireland
Netherlands
Belgium
Latvia
Finland
Norway
Australia
UnitedStates
EU22average
Estonia
OECDaverage
France
Italy
SlovakRepublic
Argentina
NewZealand
Portugal
RussianFederation
Austria
Canada
Hungary
Germany
Sweden
Switzerland
UnitedKingdom
Indonesia
Brazil
Mexico
Israel
China
Luxembourg
2014 2005%
Figure C1.2
26. Excluding international students, over 60% of young
adults are expected to enter tertiary education
First-time tertiary entry rates (2014)
0
10
20
30
40
50
60
70
80
90
100
Turkey
Chile
Slovenia
Poland
Norway
Portugal
Belgium
Netherlands
Denmark
CzechRepublic
NewZealand
OECDaverage
EU22average
SlovakRepublic
Iceland
Germany
Austria
UnitedStates
UnitedKingdom
Sweden
Finland
Switzerland
Mexico
Luxembourg
SaudiArabia
Japan
Lithuania
Spain
Israel
Argentina
Italy
Hungary
Colombia
First-time entry rates at tertiary level Excluding international students%
Figure C3.1
27. Close to half of today's young people are expected
to graduate from tertiary education in their lifetime
First-time tertiary graduation rates (2014)
0
10
20
30
40
50
60
70
80
Japan
NewZealand
Denmark
Turkey
Slovenia
Iceland
UnitedStates
Chile
Switzerland
Norway
OECDaverage
Latvia
Australia
Finland
Austria
UnitedKingdom
Portugal
SlovakRepublic
EU22average
CzechRepublic
Netherlands
Germany
Sweden
Hungary
China
Luxembourg
Spain
Lithuania
India
Italy
Mexico
Indonesia
Excluding international students First-time tertiary graduation rates
Younger than 30 (excluding international students)
%
Figure A3.1
28. On average, women make up 58%of bachelor's graduates
and 47% of doctoral graduates
Percentage of female graduates in tertiary levels of education (2014)
0
10
20
30
40
50
60
70
80
Sweden
CostaRica
SlovakRepublic
Norway
Latvia
CzechRepublic
Iceland
Argentina
Lithuania
SouthAfrica
Slovenia
Belgium
Hungary
Portugal
Spain
Denmark
Canada
NewZealand
Israel
Finland
Austria
Italy
Australia
EU22average
Luxembourg
Colombia
UnitedStates
RussianFederation
SaudiArabia
OECDaverage
Netherlands
UnitedKingdom
Mexico
Chile
Indonesia
China
Turkey
India
Switzerland
Germany
Japan
Bachelor’s or equivalent Doctoral or equivalent%
Figure A3.3
30. There exists a high degree of variation between countries
in the literacy proficiency of tertiary-educated adults
Percentage of adults scoring at literacy proficiency Level 4 or 5, by educational attainment (2012 or 2015)
0
5
10
15
20
25
30
35
40
Japan
Finland
Netherlands
Sweden
Australia
Norway
Flanders(Belgium)
NewZealand
England(UK)
UnitedStates
CzechRepublic
Poland
Canada
NorthernIreland(UK)
EU22average
Austria
OECDaverage
Germany
Ireland
France
Denmark
Estonia
Singapore
SlovakRepublic
Korea
Slovenia
Israel
RussianFederation
Spain
Greece
Lithuania
Italy
Chile
Turkey
Jakarta(Indonesia)
%
Tertiary Upper secondary or post-secondary non-tertiary Below upper secondary
Figure A1.2
31. While completion rates increase on average by 30 percentage points three
years beyond the theoretical duration, the share of students who failed to
graduate and were no longer in education also increases
Figure A9.2
Distribution of full-time students who entered the bachelor's or equivalent level, by duration (2014)
0%
20%
40%
60%
80%
100%
United
Kingdom
Norway
Denmark
UnitedStates
Israel
France
Finland
Average
Belgium(Fl.)
CzechRepublic
Sweden
NewZealand
Estonia
Netherlands
Australia
Austria
By theoretical duration plus 3 years (N+3)
0%
20%
40%
60%
80%
100%
By the theoretical duration (N)
Graduated from any educational level Still in education Had not graduated and were not in education
32. While those with advanced skills reap large rewards,
people failing to obtain baseline qualifications pay a rising price
41
33. The unemployment rate of adults with low levels of educational attainment
has increased in more than three fourths of the countries in the past decade
Unemployment rates of 25-64 year-olds, by educational attainment (2015)
0
5
10
15
20
25
30
35
SlovakRepublic
Spain
Greece
SouthAfrica
Lithuania
CzechRepublic
Latvia
Ireland
Poland
Hungary
EU22average
Belgium
Italy
France
Slovenia
Sweden
Portugal
Estonia
RussianFederation
OECDaverage
Finland
Germany
Austria
Canada
Switzerland
Netherlands
UnitedStates
Turkey
Denmark
Luxembourg
Australia
Norway
CostaRica
UnitedKingdom
Israel
NewZealand
Colombia
Chile
Brazil
Iceland
Mexico
Korea
Indonesia
SaudiArabia
Japan
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary%
Figure A5.1a
34. The unemployment rate of adults with low levels of educational attainment has
increased in more than three fourths of the countries in the past decade
Trends in unemployment rates of adults aged 25-64 without upper secondary education (2005 and 2015)
0
5
10
15
20
25
30
35
40
45
50
SlovakRepublic
Spain
Greece
SouthAfrica
Lithuania
CzechRepublic
Latvia
Ireland
Poland
Hungary
EU22average
Belgium
Italy
France
Slovenia
Sweden
Portugal
Estonia
RussianFederation
OECDaverage
Finland
Germany
Austria
Canada
Switzerland
Netherlands
UnitedStates
Turkey
Denmark
Luxembourg
Australia
Norway
CostaRica
UnitedKingdom
Israel
NewZealand
Colombia
Chile
Brazil
Iceland
Mexico
Korea
Indonesia
SaudiArabia
2005 2015%
Table A5.3
35. On average, the gender gap in employment rates
decreases as level of educational attainment increases
Gender difference in employment rates, by educational attainment (2015)
Employment rate of men – employment rate of women
0
10
20
30
40
50
60
70
80
SaudiArabia
Turkey
Mexico
Chile
CostaRica
Indonesia
Colombia
Brazil
Israel
Italy
Ireland
UnitedStates
Greece
Netherlands
Poland
UnitedKingdom
OECDaverage
Spain
Hungary
Korea
Australia
Denmark
RussianFederation
Canada
EU22average
Latvia
SouthAfrica
CzechRepublic
Germany
Belgium
Switzerland
Luxembourg
Sweden
NewZealand
Slovenia
Iceland
France
Portugal
Finland
Lithuania
Estonia
Austria
Norway
SlovakRepublic
Japan
Below upper secondary Upper secondary or post-secondary non-tertiary TertiaryPercentage points
Figure A5.2
36. 17% of young people are neither employed nor in education or training, and
young women more likely than men to be classified as NEET
Percentage of NEETs among 20-24 year-olds, by gender (2015)
0
5
10
15
20
25
30
35
40
45
50
Italy
Turkey
Greece
Spain
Mexico
Colombia
Brazil
CostaRica
Korea
Chile
France
Portugal
Ireland
SlovakRepublic
Israel
Poland
Hungary
Finland
Slovenia
EU22average
OECDaverage
RussianFederation
Lithuania
Belgium
UnitedStates
UnitedKingdom
Estonia
NewZealand
Canada
Latvia
Australia
Denmark
Switzerland
Sweden
Austria
CzechRepublic
Norway
Japan
Luxembourg
Germany
Netherlands
Iceland
Men and women Men Women%
Figure C5.1
37. Since 2005, slightly more than half of the countries have experienced an increase
in the share of young people neither employed nor in education or training
Difference in the percentage of NEETs among 20-24 year-olds (2005 and 2015)
- 20
- 15
- 10
- 5
0
5
10
15
20
Turkey
Germany
SlovakRepublic
CzechRepublic
Belgium
Japan
Mexico
Poland
Sweden
Estonia
Austria
UnitedKingdom
Hungary
OECDaverage
Canada
Iceland
Luxembourg
UnitedStates
Switzerland
Norway
Lithuania
Netherlands
NewZealand
EU22average
Australia
France
Denmark
Slovenia
Finland
Greece
Portugal
Ireland
Spain
Italy
Difference (2015 - 2005)Percentage points
Figure C5.2
38. Adults with immigrant parents are on average more likely to have below upper
secondary level education, but in almost half of the countries with available
data, adults with immigrant parents are more likely to attain tertiary education
Percentage of 25-44 year-olds with below upper secondary or tertiary education, by parents' immigrant status and educational attainment
(2012 or 2015)
- 100
- 80
- 60
- 40
- 20
0
20
40
60
80
100
Italy*
Spain
NorthernIreland(UK)
SlovakRepublic*
England(UK)
Chile*
Greece
Ireland
Australia
NewZealand
Estonia
Netherlands
OECDaverage
Israel
Slovenia*
Norway
UnitedStates
Denmark
Canada
Lithuania*
Singapore
France
Austria
Poland*
Germany
Japan*
Flanders(Belgium)
Sweden
CzechRepublic*
Finland*
Korea*
Both parents are native-born Both parents are foreign-born
Thehighestlevelofeducation
oftheindividualandhisorher
parentsisbelowupper
secondaryeducation
Thehighestlevelof
educationofthe
individualandhisorher
parentsistertiary
education
*Note: Data on both foreign-born parents are not displayed for some countries because there are too few observations to provide reliable estimates.
%
Table A4.3
39. A higher share of young men than women have not
attained upper secondary level
Percentage of 25-34 year-old adults with below upper secondary education as their highest level of education, by gender (2015)
0
10
20
30
40
50
60
70
Indonesia
Mexico
CostaRica
SouthAfrica
Turkey
Brazil
Spain
Portugal
Colombia
SaudiArabia
Italy
Iceland
Chile
NewZealand
Norway
Sweden
Belgium
OECDaverage
Denmark
Greece
Luxembourg
Latvia
EU22average
UnitedKingdom
Netherlands
Hungary
France
Germany
Australia
Estonia
Finland
Lithuania
Austria
UnitedStates
Ireland
Israel
Switzerland
SlovakRepublic
Canada
CzechRepublic
Poland
Slovenia
RussianFederation
Korea
Total Men Women
%
Figure A1.1
40. Over 85% of young people are expected to graduate
from upper secondary education in their lifetime
Upper secondary graduation rates (2014)
0
10
20
30
40
50
60
70
80
90
100
Portugal
Finland
Japan
NewZealand
Netherlands
Korea
Denmark
Italy
Lithuania
Germany
Slovenia
Austria
Israel
Iceland
Canada
Hungary
Latvia
Chile
EU22average
China
OECDaverage
Norway
SlovakRepublic
Poland
UnitedStates
Spain
CzechRepublic
Luxembourg
SaudiArabia
Colombia
Indonesia
Sweden
Turkey
Brazil
Argentina
CostaRica
Mexico
RussianFederation
SouthAfrica
Total Over 25 years old Below 25 years old%
Figure A2.1
41. On average, the majority of young adults with upper secondary or post-
secondary non-tertiary attainment have studied in vocational programmes
Percentage of 25-34 year-olds whose highest level of education is upper secondary or post-secondary non-tertiary,
by programme orientation (2015)
0
10
20
30
40
50
60
70
CzechRepublic
SlovakRepublic
Germany
Hungary
Slovenia
Chile
Austria
Poland
Italy
Finland
Estonia
OECDaverage
Brazil
Israel
Latvia
EU22average
UnitedStates
Greece
SaudiArabia
Switzerland
France
NewZealand
Netherlands
Japan
Australia
Colombia
Belgium
Denmark
Ireland
RussianFederation
UnitedKingdom
Sweden
Iceland
SouthAfrica
Lithuania
Luxembourg
Canada
Portugal
Norway
Indonesia
Korea
Spain
Turkey
Mexico
CostaRica
China
General orientation Vocational orientation No distinction by orientation%
Figure A1.3
42. On average, more young adults are enrolled in general rather
than vocational programmes at the upper secondary level
Upper secondary enrolment rates of 15-19 year-olds, by programme orientation (2014)
0
10
20
30
40
50
60
70
80
90
100
SaudiArabia
Ireland
Hungary
NewZealand
Spain
Korea
Japan
Argentina
UnitedKingdom
Greece
Chile
Brazil
Denmark
Estonia
France
Portugal
Latvia
OECDaverage
Sweden
EU22average
Australia
Norway
Israel
Italy
Lithuania
Germany
Finland
Slovenia
Belgium
Poland
Turkey
China
Luxembourg
Indonesia
Switzerland
Mexico
Netherlands
CzechRepublic
SlovakRepublic
CostaRica
RussianFederation
Austria
Colombia
General programmes Other vocational programmes Combined school- and work-based programmes%
Figure C1.1
43. For those who studied only through the upper secondary level, vocational
programmes tend to lead to greater employment prospects
Employment rates of 25-34 year-olds whose highest level of educational attainment is upper secondary, by type of programme (2015)
0
10
20
30
40
50
60
70
80
90
100
Iceland
Sweden
Switzerland
Norway
Canada
Luxembourg
Austria
Germany
Denmark
UnitedKingdom
Latvia
Netherlands
Australia
Estonia
Israel
Slovenia
Belgium
OECDaverage
Hungary
NewZealand
Portugal
EU22average
Lithuania
Finland
Chile
Poland
SlovakRepublic
France
CostaRica
Spain
Turkey
Ireland
Italy
Greece
Vocational programmes General programmes%
Table A5.5
44. There are significant gendered divisions with regard
to field of study in vocational programmes
Share of females graduates from upper secondary vocational programmes, by field of education (2014)
0
10
20
30
40
50
60
70
80
90
100
Lithuania
Estonia
Latvia
Hungary
Iceland
Turkey
France
CzechRepublic
Switzerland
Norway
Netherlands
Australia
Denmark
Finland
Japan
Chile
Portugal
Brazil
OECDaverage
SlovakRepublic
EU22average
Ireland
Belgium
Korea
Austria
Luxembourg
Germany
Sweden
Greece
Poland
Slovenia
Spain
Italy
NewZealand
Indonesia
India
Social sciences, business and law Engineering, manufacturing and construction
Health and welfare Services
%
Figure A2.4
46. Countries spend 3.7% of their GDP on primary, secondary
and post-secondary non-tertiary education, on average
Public and private expenditure on primary, secondary and post-secondary non-tertiary education institutions as a percentage of GDP by level of
education (2013)
0
1
2
3
4
5
6
CostaRica
UnitedKingdom
Portugal
NewZealand
Norway
Denmark
Iceland
Argentina
Belgium
Colombia
Israel
Ireland
Australia
Mexico
Finland
Netherlands
France
Sweden
Slovenia
Korea
Canada
UnitedStates
Poland
Turkey
Austria
Chile
Estonia
Latvia
Germany
Spain
Italy
Luxembourg
Japan
SlovakRepublic
Lithuania
CzechRepublic
Hungary
RussianFederation
% of GDP
Public expenditure on education institutions
Private expenditure on education institutions
OECD average (total expenditure)
Figure B2.2a
47. On average, over USD 8 400 is spent per student in
primary education per year
Annual expenditure per student by educational institutions for all services in primary education (2013)
0
5 000
10 000
15 000
20 000
25 000
Luxembourg
Switzerland
Norway
Denmark
UnitedStates
Austria
UnitedKingdom
Sweden
Iceland
Belgium
Canada
Slovenia
Japan
EU22average
Finland
OECDaverage
Italy
Netherlands
Australia
Germany
Ireland
Korea
NewZealand
Portugal
France
Estonia
Spain
Israel
Poland
Latvia
SlovakRepublic
Hungary
Lithuania
CzechRepublic
Chile
Brazil
Argentina
Turkey
Mexico
SouthAfrica
Colombia
Indonesia
USD
Figure B1.3a
48. On average, over USD 9 800 is spent per student in
secondary education per year
Annual expenditure per student by educational institutions for all services in secondary education (2013)
0
5 000
10 000
15 000
20 000
25 000
Luxembourg
Switzerland
Norway
Austria
Belgium
UnitedStates
Netherlands
UnitedKingdom
France
Sweden
Germany
Denmark
Australia
Ireland
Japan
Finland
NewZealand
Portugal
EU22average
OECDaverage
Iceland
Italy
Slovenia
Korea
Spain
CzechRepublic
Poland
Estonia
Latvia
Israel
SlovakRepublic
Argentina
RussianFederation
Lithuania
Hungary
Chile
Brazil
Turkey
Mexico
Colombia
SouthAfrica
Indonesia
USD
Figure B1.3b
49. In two thirds of the countries, expenditure per student in primary to post-
secondary non-tertiary education increased, with an average increase of 8%
between 2008 and 2013
Changes in the number of students, expenditure on educational institutions and expenditure per student in primary, secondary and post-tertiary
non-tertiary education (2008, 2013)
70
80
90
100
110
120
130
140
150
160
Turkey
Portugal
SlovakRepublic
Korea
Poland
UnitedKingdom
RussianFederation
Israel
CzechRepublic
Mexico
Chile
Germany
Australia
Netherlands
OECDaverage
Japan
Norway
Finland
Sweden
EU22average
Belgium
France
Denmark
Slovenia
UnitedStates
Estonia
Ireland
Iceland
Italy
Spain
Hungary
Index of change
(2008=100)
Change in expenditure
Change in the number of students (in full-time equivalents)
Change in expenditure per student
Figure B1.5a
50. Two thirds of the countries saw an increase in public expenditure on
educational institutions expressed as a share of GDP between 2008 and 2013
Index of change between 2008 and 2013 in public expenditure on education institutions as a percentage of GDP, primary to tertiary
levels of education (2008 = 100, 2013 constant prices)
80
90
100
110
120
130
140
150
160
170
180
Turkey
SlovakRepublic
Netherlands
Portugal
Finland
Switzerland
Denmark
RussianFederation
Korea
Japan
Mexico
Australia
Germany
Israel
Belgium
OECDaverage
Chile
Slovenia
EU22average
Sweden
France
Norway
Poland
Iceland
Ireland
Spain
Italy
Estonia
UnitedStates
Hungary
Change in public expenditure on educational institutions
Change in gross domestic product
Change in public expenditure on educational institutions in percentage of GDP
Index of change
(2008=100)
Table B2.4
51. Those who need better education most get the least of it
71
52. Among adults aged 25-64, around half of both men and women
participate in formal and/or non-formal education, on average
Participation in formal and/or non-formal education (2012 or 2015)
0
10
20
30
40
50
60
70
80
NewZealand
Finland
Denmark
Sweden
Norway
Netherlands
UnitedStates
Canada
Singapore
England(UK)
Australia
Israel
Germany
Estonia
Ireland
Korea
CzechRepublic
OECDaverage
Flanders(Belgium)
NorthernIreland(UK)
Austria
Slovenia
Chile
EU22average
Spain
Japan
France
Poland
Lithuania
SlovakRepublic
Italy
Turkey
Greece
RussianFederation
Jakarta(Indonesia)
%
Figure C6.1
53. Adults that report frequent use of reading skills are more than twice as likely
to participate in formal and/or non-formal education than those who do not
Adult participation in formal and/or non-formal education, by frequency of use of reading skills in everyday life (2012 or 2015)
0
10
20
30
40
50
60
70
80
90
Finland
Denmark
Sweden
Israel
Netherlands
Estonia
NewZealand
Norway
Slovenia
Korea
UnitedStates
Chile
Singapore
Spain
Canada
Australia
OECDaverage
Ireland
Poland
EU22average
Lithuania
CzechRepublic
Germany
England(UK)
Flanders(Belgium)
Turkey
NorthernIreland(UK)
Austria
Jakarta(Indonesia)
Japan
SlovakRepublic
Italy
Greece
France
RussianFederation
%
Participation among adults with the highest frequency of use of reading skills in everyday life
Participation among adults with the lowest frequency of use of reading skills in everyday life
Figure C6.2
54. The internet is the primary source of information for those
who participate in formal and/or non-formal education
Sources of information on formal and/or non-formal education used by participants (2011)
0
10
20
30
40
50
60
70
80
90
100
Lithuania
Finland
Sweden
Estonia
Poland
Spain
SlovakRepublic
Norway
Switzerland
Ireland
CzechRepublic
Netherlands
Luxembourg
Canada
Hungary
Latvia
Greece
OECDaverage
EU22average
Italy
Belgium
Germany
Slovenia
Austria
Denmark
Portugal
Turkey
France
UnitedKingdom
%
Internet Education or training institution Employer
Figure C6.a
55. Employers are the major providers of non-formal
education in about half of the countries
Distribution of non-formal education and training activities, by provider (2011)
0
10
20
30
40
50
60
70
Poland
Slovenia
Lithuania
Turkey
CzechRepublic
Austria
Estonia
SlovakRepublic
Latvia
Germany
OECDaverage
Finland
EU22average
Switzerland
Netherlands
France
Portugal
Luxembourg
Ireland
Spain
Italy
Belgium
Canada
Denmark
Norway
Sweden
Hungary
Greece
UnitedKingdom
% Education institution Employer Other labour market institutions Civil society
Figure C6.b
58. Teachers at the lower secondary level earn about
85% of the average tertiary-educated worker's salary
Lower secondary teachers' salaries relative to earnings for tertiary-educated workers (2014)
0.0
0.5
1.0
1.5
Luxembourg
Greece
Israel
Finland
Germany
England(UK)
France
Belgium(Fl.)
Estonia
Slovenia
Denmark
NewZealand
Austria
EU22average
Netherlands
Australia
OECDaverage
Belgium(Fr.)
Sweden
Scotland(UK)
Poland
Chile
Hungary
Norway
Italy
UnitedStates
SlovakRepublic
CzechRepublic
Teachers' actual salaries relative to earnings for tertiary-educated workers
Teachers' actual salaries relative to earnings for similarly-educated workers (weighted averages)
Ratio
Figure D3.1
59. Salary cost of teachers per student tends to be
highest at the upper secondary level
Salary cost of teachers per student in public institutions, by level of education (2014)
0
2 000
4 000
6 000
8 000
10 000
12 000
14 000
Luxembourg
Austria
Belgium(Fl.)
Germany
Belgium(Fr.)
Finland
Denmark
Australia
Slovenia
Norway
Spain
Ireland
EU22average
Netherlands
Canada
Portugal
UnitedStates
Japan
OECDaverage
Greece
Italy
Korea
Israel
France
Poland
Hungary
CzechRepublic
Turkey
Chile
SlovakRepublic
Mexico
USD
Lower secondary Primary Upper secondary
Figure B7.1
60. Teachers' salaries were hit by the financial crisis,
but have been rising again since 2013
Change in teachers’ salaries in OECD countries (2005-14)
95
96
97
98
99
100
101
102
103
104
105
106
107
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Primary Lower secondary, general programmes
Upper secondary, general programmes
Figure D3.3
61. …and does not offer much in terms of career progression
82
62. In some countries there is very little salary progression, while in others the
salaries of teachers increase significantly over their careers
Lower secondary teachers’ salaries at different points in teachers' careers (2014)
0
20 000
40 000
60 000
80 000
100 000
120 000
140 000
Luxembourg
Switzerland
Germany
Denmark
Spain
Australia
UnitedStates
Netherlands
Canada
Norway
Finland
Belgium(Fl.)
Austria
Belgium(Fr.)
Sweden
Portugal
OECDaverage
EU22average
Ireland
France
Italy
NewZealand
Japan
Turkey
Scotland(UK)
Korea
Slovenia
Mexico
England(UK)
Israel
Greece
Chile
CzechRepublic
Estonia
Colombia
Poland
Hungary
Brazil
SlovakRepublic
Starting salary/minimum qualifications
Salary after 15 years of experience/typical qualifications
Salary at top of scale/maximum qualifications
USD
Figure D3.2
66. Primary classes tend to be smaller than lower
secondary classes
Average class size, by level of education (2014)
0
5
10
15
20
25
30
35
40
45
50
China
Japan
Korea
Chile
Indonesia
India
Israel
Turkey
Mexico
Brazil
UnitedStates
Spain
France
NewZealand
Germany
Australia
OECDaverage
Portugal
Poland
CzechRepublic
Italy
Austria
Hungary
EU22average
Sweden
Iceland
Slovenia
Finland
Lithuania
SlovakRepublic
UnitedKingdom
Russian…
Luxembourg
Estonia
Latvia
Netherlands
Lower secondary education Primary educationStudents
Figure D2.1
67. Three fourths of the countries have experienced a decrease in class
size at primary and/or secondary levels between 2005 and 2014
Change in average class size (2005, 2014)
- 40
- 30
- 20
- 10
0
10
20
30
40
France
UnitedStates
Spain
Italy
Iceland
Portugal
RussianFederation
Germany
Hungary
Japan
Slovenia
Luxembourg
Australia
OECDaverage
EU22average
Poland
Mexico
CzechRepublic
Chile
Israel
Korea
Austria
UnitedKingdom
Brazil
SlovakRepublic
Estonia
Turkey
Netherlands
Lower secondary education Primary educationIndex of change
(2005=0)
Figure D2.2
68. Vocational programmes in upper secondary education tend to
have higher student-teacher ratios than general programmes
Ratio of students to teaching staff in upper secondary education, by type of programme (2014)
0
5
10
15
20
25
30
Indonesia
Chile
UnitedKingdom
Netherlands
China
NewZealand
Latvia
Estonia
Finland
Denmark
Hungary
Slovenia
OECDaverage
Germany
Turkey
EU22average
SlovakRepublic
France
Italy
Korea
CzechRepublic
Spain
Austria
Belgium
Poland
Luxembourg
Lithuania
Brazil
Greece
Ireland
Australia
Switzerland
Vocational programmes General programmes
Students
Figure D2.3
69. Countries make very different tradeoffs
between better pay and smaller classes…
90
70. The salary cost of teachers per student has increased in more than half of the
countries between 2010 and 2014, driven primarily by changes in class size
Change in the salary cost of teachers per student, teachers' salaries and estimated class size in public institutions in primary
education (2010 and 2014)
- 40
- 30
- 20
- 10
0
10
20
30
40
50
Israel
Chile
Luxembourg
Hungary
Korea
Turkey
Mexico
SlovakRepublic
Germany
Japan
Australia
Norway
OECDaverage
Finland
Belgium(Fr.)
Austria
Belgium(Fl.)
EU22average
Poland
France
Ireland
Denmark
Slovenia
Italy
Spain
Portugal
change in teachers' salary
change in estimated class size
change in salary cost of teachers per student
%
Figure B7.3a
71. The salary cost of teachers per student has increased in more than half of the
countries between 2010 and 2014, driven primarily by changes in class size
Change in the salary cost of teachers per student, teachers' salaries and estimated class size in public institutions in
lower secondary education (2010 and 2014)
- 40
- 30
- 20
- 10
0
10
20
30
40
50
60
70
Poland
SlovakRepublic
Chile
Hungary
Israel
Korea
Germany
Mexico
Norway
Japan
Australia
Finland
EU22average
OECDaverage
Austria
Ireland
Luxembourg
Denmark
France
Italy
Slovenia
Belgium(Fr.)
Belgium(Fl.)
Portugal
Spain
%
Figure B7.3b
73. Average class size seems to have a weak relationship with the
percentage of total statutory working time spent teaching
Lower secondary level schools (2014)
0%
10%
20%
30%
40%
50%
60%
70%
10 15 20 25 30 35
Percentage of total statutory working time spent
teaching
Average class size
Tables D2.1
& D4.1
74. The proportion of working time spent teaching tends to
increase with the annual number of teaching hours
Percentage of lower secondary teachers' working time spent teaching (2014)
Scotland (UK)
England (UK) Chile
United States
Colombia
Spain
Portugal
Netherlands
Germany
Slovak Republic
France
Estonia
Denmark
Norway
Czech Republic
Korea Austria
Poland
Japan
Hungary
Turkey
Israel
20%
30%
40%
50%
60%
70%
80%
400 500 600 700 800 900 1000 1100 1200 1300
Percentage of total statutory working time spent teaching
Average
Annual number of teaching hours
Average
Figure D4.3
75. The higher the level of education, the fewer the
teaching hours per year
Number of teaching hours per year, by level of education (2014)
0
200
400
600
800
1 000
1 200
Colombia
Chile
Scotland(UK)
Mexico
Australia
NewZealand
Netherlands
England(UK)
Canada
Luxembourg
Ireland
Germany
Spain
France
OECDaverage
EU22average
Italy
SlovakRepublic
Belgium(Fr.)
Portugal
Hungary
CzechRepublic
Austria
Slovenia
Estonia
Korea
Finland
Poland
Israel
Norway
Japan1
Belgium(Fl.)
Turkey
RussianFederation
Greece
Denmark
Hours per year
Upper secondary, general programmes Primary Lower secondary, general programmes
Figure D4.2
77. The share of teachers over the age of 50 has been
increasing in more than two thirds of the countries
Average annual growth rate of the share of teachers over the age of 50 in secondary education (2005, 2014)
- 4
- 2
0
2
4
6
8
10
Korea
Portugal
Austria
Slovenia
Japan
Greece
Spain
Hungary
Poland
NewZealand
Switzerland
EU22average
OECDaverage
Israel
Italy
Finland
Belgium
SlovakRepublic
Sweden
UnitedStates
Chile
France
Germany
Luxembourg
Ireland
UnitedKingdom
Average annual growth rate %
Figure D5.2
78. Around 45% of lower secondary principals are women,
and the majority of principals are aged 50 or over
Gender and age distribution of principals in lower secondary education (TALIS 2013)
0
10
20
30
40
50
60
70
80
90
100
Brazil
AbuDhabi(UAE)
Romania
Israel
Shanghai(China)
UnitedStates
Serbia
England(UK)
Singapore
Sweden
RussianFederation
Spain
CzechRepublic
Poland
Georgia
Iceland
Norway
Belgium(Flanders)
Finland
Bulgaria
Mexico
EU22average
OECDaverage
Estonia
Croatia
France
SlovakRepublic
Netherlands
Latvia
Chile
Portugal
Denmark
Australia
NewZealand
Italy
Malaysia
Cyprus
Japan
Korea
% Under 40 years 40-49 years 50-59 years 60 years or more Female
Figure D6.1
79. The share of female teachers decreases as the level
of education increases
Share of female teachers by level of education (2014)
The zero line represents 50% of female teachers
- 30
- 20
- 10
0
10
20
30
40
50
RussianFederation
Latvia
Lithuania
Estonia
SlovakRepublic
Israel
Slovenia
Italy
Ireland
Hungary
Portugal
Poland
CzechRepublic
Finland
Brazil
EU22average
Austria
Sweden
Belgium
OECDaverage
NewZealand
Norway
UnitedStates
Germany
UnitedKingdom
Chile
France
Korea
Greece
CostaRica
Spain
Denmark
Indonesia
Luxembourg
Colombia
Netherlands
China
SaudiArabia
Mexico
Turkey
Switzerland
Japan
Canada
SouthAfrica
Secondary education Tertiary education Primary educationPercentage point
difference from 50%
Share of female teachers is higher
Share of male teachers is higher
Figure D5.3
81. Some 40% of principals observe instruction in the
classroom
Collaboration between teachers and principals in lower secondary education (TALIS 2013)
0
10
20
30
40
50
60
70
80
90
100
Shanghai(China)
Bulgaria
Malaysia
AbuDhabi(UAE)
Romania
UnitedStates
England(UK)
Georgia
Chile
Serbia
Korea
RussianFederation
Japan
Mexico
Cyprus
Poland
SlovakRepublic
Brazil
Singapore
CzechRepublic
Croatia
Israel
Latvia
Netherlands
NewZealand
OECDaverage
Italy
EU22average
Australia
Spain
Sweden
Belgium(Flanders)
Norway
Denmark
Iceland
Finland
France
Estonia
Portugal
%
Observe instruction in the classroom
Take action to support co-operation among teachers to develop new teaching practices
Take action to ensure that teachers take responsibility for improving their teaching skills
Figure D6.2
83. Participation in pre-primary education is associated with a
lower likelihood of becoming a low performer in mathematics
Percentage of low performers in PISA mathematics assessments, by attendance in pre-primary school (2012)
0
10
20
30
40
50
60
70
80
90
100
Estonia
Korea
Canada
Ireland
Latvia
Slovenia
Netherlands
Japan
Poland
Germany
RussianFederation
Norway
Portugal
Lithuania
Finland
Iceland
Austria
Australia
EU22average
Switzerland
Luxembourg
NewZealand
UnitedStates
OECDaverage
UnitedKingdom
Denmark
Spain
CzechRepublic
Sweden
Italy
Turkey
Belgium
France
Greece
SlovakRepublic
Israel
Mexico
Chile
Brazil
Colombia
Indonesia
Argentina
More than a year of pre-primary education A year or less of pre-primary education
%
Figure C2.2
84. Over 70% of 3 year-olds and 86% of 4 year-olds are
enrolled in early childhood education
Enrolment rates at age 3 and 4 in early childhood and primary education (2014)
0
10
20
30
40
50
60
70
80
90
100
France
Belgium
Israel
Spain
Norway
Germany
Sweden
Italy
Denmark
Korea
NewZealand
Latvia
UnitedKingdom
Slovenia
Japan
Netherlands
Hungary
RussianFederation
Lithuania
Portugal
EU22average
Luxembourg
OECDaverage
CzechRepublic
Finland
SlovakRepublic
Austria
Poland
Chile
Ireland
UnitedStates
Mexico
Australia
Brazil
Turkey
Switzerland
CostaRica
Greece
Enrolment rates at age 3 in early childhood educational programmes
Enrolment rates at age 3 in pre-primary education
Enrolment rates at age 4
%
Figure C2.1
85. Some 67% of pre-primary students are enrolled in
public institutions
Percentage of pupils enrolled in public and private institutions in pre-primary education (2014)
0
10
20
30
40
50
60
70
80
90
100
RussianFederation
Lithuania
CzechRepublic
Slovenia
SlovakRepublic
Switzerland
Latvia
Canada
Finland
Hungary
France
Turkey
Mexico
Denmark
Sweden
Poland
EU22average
Brazil
Austria
Italy
Netherlands
UnitedKingdom
Spain
OECDaverage
Israel
UnitedStates
Norway
Portugal
Belgium
Germany
Chile
Japan
Australia
Korea
NewZealand
%
Private institutions Public institutions
Figure C2.3
86. In nearly two thirds of the countries, total expenditure on early
childhood education accounts for less than 1% of GDP
Total expenditure on early childhood educational institutions (2013)
0
0
0
1
1
1
1
1
2
2
2
Norway
Sweden
Iceland
Denmark
Slovenia
Chile
Finland
RussianFederation
Israel
NewZealand
Germany
Latvia
OECDaverage
Spain
Poland
EU22average
France
Lithuania
Mexico
Portugal
Luxembourg
Austria
Brazil
Argentina
CzechRepublic
SlovakRepublic
UnitedKingdom
Colombia
Italy
Australia
Netherlands
Estonia
Japan
Switzerland
Ireland
Pre-primary Early childhood educational development
All early childhood education (if no breakdown)
%
Figure C2.5
87. On average, over USD 8 000 is spent per student in
primary education
Expenditure on pre-primary educational institutions (2013)
0
5 000
10 000
15 000
20 000
25 000
Luxembourg
Norway
Australia
Sweden
Iceland
Finland
NewZealand
UnitedStates
Germany
Austria
UnitedKingdom
Netherlands
Slovenia
OECDaverage
EU22average
Belgium
France
Portugal
Ireland
Chile
Japan
Italy
Korea
Spain
Poland
Switzerland
Hungary
SlovakRepublic
Latvia
CzechRepublic
Israel
Turkey
USD
Table C2.3
88. On average, there are 14 pupils per teacher in pre-
primary education
Ratio of pupils to teaching staff in early childhood education (2014)
0
5
10
15
20
25
30
Chile
Mexico
France
China
UnitedKingdom
Indonesia
Portugal
Brazil
Turkey
Poland
Netherlands
Switzerland
Belgium
Japan
Spain
Austria
OECDaverage
CzechRepublic
Korea
EU22average
Italy
Hungary
SlovakRepublic
UnitedStates
Greece
Luxembourg
Latvia
Finland
Germany
Denmark
Slovenia
NewZealand
Sweden
Australia
Pre-primary education Early childhood educational development
Figure C2.4
90. 41% of international students pursue master's or doctoral
programmes in the United States or the United Kingdom
Distribution of foreign and international students in OECD countries at the master's and doctoral or equivalent levels,
by country of destination (2014)
United States, 26
United Kingdom, 15
France, 11
Germany, 10
Australia, 8
Canada, 3
Japan, 3
Italy, 3
Austria, 2
Switzerland, 2
Belgium, 2
Netherlands, 2
Korea, 2
Others, 12
Figure C4.2
91. The share of international and foreign students is
highest in doctoral programmes
Student mobility in tertiary education, by ISCED level (2014)
0
10
20
30
40
50
60
70
80
90
Luxembourg
NewZealand
Australia
UnitedKingdom
Switzerland
Austria
Belgium
Netherlands
Denmark
France
Canada
Finland
Germany
Hungary
Ireland
OECDaverage
Sweden
Latvia
UnitedStates
Portugal
Estonia
Norway
Japan
Lithuania
Slovenia
Spain
Poland
Chile
CzechRepublic
SlovakRepublic
Italy
Greece
Israel
RussianFederation
Korea
Turkey
China
Brazil
India
Total tertiary education Master’s or equivalent Doctoral or equivalent
Foreign studentsInternational students
%
Figure C4.1
92. In more than four fifths of the countries, the number of
international and foreign tertiary students has increased
Rate of growth of the number of international or foreign students between 2013 and 2014, total tertiary education
- 15
- 5
5
15
25
35
45
55
RussianFederation
Latvia
Poland
Belgium
Estonia
NewZealand
China
Hungary
Canada
Ireland
SlovakRepublic
Chile
UnitedStates
Germany
Australia
OECDaverage
Switzerland
Finland
EU22average
Luxembourg
UnitedKingdom
France
Netherlands
CzechRepublic
Portugal
Denmark
Norway
Sweden
Japan
Slovenia
Korea
Austria
Spain
Turkey
%
Table C4.1
93. There remains a lot to do to achieve
the Sustainable Development Goals
11
4
94. Two thirds of OECD countries have yet to achieve at least half of
the 10 targets of the education Sustainable Development Goal
0
1
2
3
4
5
6
7
8
9
10
Australia
Canada
Belgium
Netherlands
Norway
NewZealand
Denmark
Japan
Sweden
Austria
Finland
Korea
CzechRepublic
EU22average
OECDaverage
Germany
Poland
Spain
Ireland
UnitedKingdom
Estonia
Switzerland
Slovenia
Luxembourg
Latvia
Israel
Italy
SlovakRepublic
Turkey
Portugal
UnitedStates
Iceland
Chile
France
Mexico
Hungary
Greece
Number of targets with available data
4.1 Percentage of 15-year old students performing at level 2 or higher on the PISA math scale (threshold 80%)
4.2 Enrolment rate in pre-primary and primary education at age 5 (threshold 95%)
4.3 First-time tertiary entry rates (threshold 60%)
4.4 Percentage of adults with a high degree of skills and readiness to use ICT for problem solving (threshold 60%)
4.5 PISA inclusion index (threshold 75%)
4.6 Percentage of adults with high levels of literacy (threshold 50%)
4.7 Percentage of students at level A, B and C in the PISA environmental science performance index (threshold 70%)
4.a Computers for educational purposes per student, mean index (threshold 0.7)
4.b Difference in scholarships and student costs in donor countries between 2012 and 2014, in millions (threshold USD 0)
4.c Percentage of lower secondary teachers having completed teacher education of training programmes (threshold 95%)