Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 34 OECD countries and a number of partner countries.
With more than 100 charts, 150 tables and links to another 150 tables on line, Education at a Glance 2015 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.
2. More people have benefited from education than ever before
Percentage of younger and older tertiary-educated adults (2014)
0
10
20
30
40
50
60
70
SouthAfrica
Indonesia
Brazil
China
CostaRica
Italy
Mexico
Turkey
SaudiArabia
Chile
Colombia
Germany
SlovakRepublic
CzechRepublic
Portugal
Hungary
Slovenia
Austria
Greece
EU21average
Latvia
Finland
NewZealand
Estonia
Iceland
OECDaverage
Spain
Denmark
Poland
France
Belgium
Netherlands
UnitedStates
Sweden
Switzerland
Israel
Australia
Norway
UnitedKingdom
Ireland
Lithuania
Luxembourg
Canada
RussianFederation
Korea
Proportion of the 25-34 year-old population with tertiary education
Proportion of the 55-64 year-old population with tertiary education
%
Chart A1.2.
3. Over 80% of young people will complete upper
secondary education in their lifetime
Upper secondary graduation rates (2013)
0
10
20
30
40
50
60
70
80
90
100
Ireland
Israel
NewZealand
Switzerland
Portugal
Finland
EU21average
Latvia
Poland
Austria
Denmark
SlovakRepublic
Chile
Slovenia
Canada
EUaverage
UnitedStates
OECDaverage
Sweden
Hungary
Italy
CzechRepublic
Norway
Luxembourg
Colombia
Spain
Indonesia
Turkey
Mexico
Over 25 years Below 25 years
Chart A2.1.
5. Some 70 % of 3-year-olds are enrolled in pre-primary
education
Enrolment rates at age 3 and 4 in early childhood education (2013)
0
10
20
30
40
50
60
70
80
90
100
Israel
France
Belgium
UnitedKingdom
NewZealand
Iceland
Spain
Norway
Italy
Sweden
Germany
Denmark
Korea
Estonia
Slovenia
Netherlands
Latvia
Japan
EU21average
Portugal
Hungary
RussianFederation
OECDaverage
Luxembourg
Finland
SlovakRepublic
Austria
CzechRepublic
Poland
Ireland
Chile
UnitedStates
Mexico
Australia
Indonesia
Colombia
Brazil
Turkey
Switzerland
SaudiArabia
Enrolment rates at age 3 in early childhood educational programmes (ISC 01)
Enrolment rates at age 3 in pre-primary education (ISC 02)
Enrolment rates at age 4 (ISC 02 +ISC 1)
Chart C2.1.
%
6. 8
Reading performance of immigrant students, by
attendance at pre-primary education
300
350
400
450
500
550
600
Brazil
Mexico35
Malaysia
CostaRica
Kazakhstan36
Qatar48
Jordan34
Montenegro
Greece
Slovenia
Spain52
Sweden67
Italy88
RussianFederation42
Portugal49
Luxembourg40
OECDaverage49
Switzerland
Croatia
Serbia
UnitedArabEmirates…
NewZealand90
Macao-China81
Ireland
Canada45
Australia54
Had attended pre-primary education Had not attended pre-primary educationMean
score
7. 9
Immigrant students’ performance in mathematics,
by country of origin and destination
300 350 400 450 500 550 600
Australia
Macao-China
New Zealand
Hong Kong-China
Qatar
Finland
Denmark
United Arab Emirates
Netherlands
PISA score points in mathematics
First-generation immigrants' score, after accounting for socio-economic status
Students from
Arabic-speaking
countries in:
Students from
China in:
50 55 60 65 70 75 80 85 90 95
Denmark
Qatar
United Arab Emirates
Netherlands
Finland
%
Percentage of students with an immigrant background
who reported that they feel like they belong at school
Country of origin and country of destination
Students from
Arabic-speaking
countries in:
9. Expenditure on pre-primary education accounts for
0.6% of GDP, on average
Expenditure on pre-primary educational institutions (2012)
Chart C2.4.
0
0.2
0.4
0.6
0.8
1
1.2
Norway
Iceland
Finland
Slovenia
Latvia
Poland
France
Israel
Hungary
Belgium
EU21average
Luxembourg
Spain
Portugal
OECDaverage
NewZealand
Germany
CzechRepublic
SlovakRepublic
UnitedKingdom
Austria
UnitedStates
Italy
Netherlands
Korea
Japan
Switzerland
Australia
SouthAfrica
Indonesia
Private expenditure on educational institutions in percentage of GDP
Public expenditure on educational institutions in percentage of GDP
11. In 2012, OECD countries spent an average of 3.7% of their GDP
on primary, secondary and post-secondary non-tertiary education
Expenditure on educational institutions as a percentage of GDP (2012), by source of fund.
Chart
B2.2.P,S,PS
0
1
1
2
2
3
3
4
4
5
5
6
NewZealand
Denmark
Iceland
Norway
Brazil
Colombia
UnitedKingdom
Portugal
Israel
Ireland
Belgium
Australia
Finland
Mexico
Switzerland
France
Netherlands
Sweden
Slovenia
Korea
UnitedStates
Chile
Canada
Poland
Luxembourg
Estonia
Germany
Austria
Spain
Turkey
Italy
Japan
Latvia
CzechRepublic
SlovakRepublic
Hungary
Indonesia
RussianFederation
% of GDP
Primary, secondary and post-secondary non-tertiary
Public expenditure on educational institutions Private expenditure on educational institutions
OECD average (total
expenditure)
12. Expenditure per primary, secondary and post-secondary non-
tertiary student increased by at least 10% in most countries
between 2005 and 2012
Annual expenditure per student by educational institutions in 2012 related to change since 2005. Primary, secondary, and post-secondary non-tertiary education
Chart
B1.4.P,S,PS
MEX
CHL
HUN SVKEST CZE
POL
ISR
POR
KOR
ITA
ESP
JPN FIN
FRA
AUS
UKM
IRECAN
NLD
SWE
TUR
BEL
USA
CHE
NOR
RUS
ISL
SVN
R² = 0.2984
0
1 000
2 000
3 000
4 000
5 000
6 000
7 000
8 000
9 000
10 000
11 000
12 000
13 000
14 000
15 000
16 000
-20 -10 0 10 20 30 40 50 60 70 80
Annual expenditure per
student (2012, USD)
Change in expenditure per student between 2005 and 2012 (%)
OECD average
Primary, secondary, and post-secondary non-tertiary education
OECD average
13. Class sizes
Average class size in educational institutions, by level of education (2013)
Chart D2.1.
0
10
20
30
40
50
60
China
Korea
Japan
Indonesia
Chile
Colombia
Israel
Turkey
Brazil
Mexico
UnitedStates
Spain
France
Germany
Australia
OECDaverage
Portugal
Poland
Greece
Italy
CzechRepublic
EU21average
Austria
Hungary
Iceland
Slovenia
Finland
UnitedKingdom
SlovakRepublic
Luxembourg
RussianFederation
Estonia
Latvia
Belgium(Fr.)
Netherlands
Lower secondary education Primary education
14. Teaching time as a share of working time
Net teaching time that lower secondary teachers spend teaching as a percentage of total statutory working time (2013)
Chart D4.3.
0%
20%
40%
60%
80%
Colombia
Israel
Scotland
England
Chile
UnitedStates
Spain
Portugal
Latvia
Netherlands
Germany
SlovakRepublic
France
Estonia
Denmark
Norway
Poland
Korea
CzechRepublic
Iceland
Austria
Hungary
Japan
Turkey
15. In many countries, larger classes leave more time
for other professional activities, not so in the UK
Relationship between average class size and time spent teaching/learning in lower secondary education (2013). The size of each bubble
represents the proportion of lower secondary teachers who reported having more than 10% of students with behaviour problems in their classes
Chart Box
D2.a.1
Australia
Brazil
Chile
Czech RepublicEstonia
Finland
France
Iceland
Israel
Italy Japan
Korea
Latvia
Mexico
Poland
Portugal
Russian Federation
Slovak Republic
Spain
OECD average
R² = 0.4235
65
70
75
80
85
14 19 24 29 34
Percentageoftimespentteachingandlearning
Average class size in lower secondary education
16. In only two countries are teachers' salaries higher
than the salaries of comparably educated workers
Teachers' salaries relative to earnings for similarly educated workers or workers with tertiary education (2013). Lower secondary teachers
teaching general programmes in public institutions
Chart D3.1.
0
0.5
1
Denmark
France
Israel
Belgium(Fl.)
Greece
Belgium(Fr.)
Australia
Scotland
England
Finland
OECDaverage
Norway
Hungary
Chile
SlovakRepublic
CzechRepublic
Luxembourg
Austria
Slovenia
OECDaverage
Poland
Netherlands
Estonia
Sweden
UnitedStates
Italy
Ratio
Similarly-
educated
workers
Workers with
tertiary
education
17. Between 2005 and 2013, teachers’ salaries increased in
some and decreased in other countrie
Index of change between 2000 and 2013 (2005 = 100, constant prices), for teachers with 15 years of experience and typical qualifications
50
60
70
80
90
100
110
120
130
140
Estonia
Poland
Israel
Norway
Luxembourg
Turkey
Australia
UnitedStates
Mexico
Ireland
Germany
Sweden1
Belgium(Fr.)
Belgium(Fl.)
Denmark
Finland
ECDaverage
Austria
Slovenia
Korea
France
Italy
Japan
Spain
Scotland
Iceland
England
Portugal
Greece
Hungary
Latvia
Index of
Chart D3.3.
18. Between 2000 and 2013, teachers’ salaries increased
overall in real terms in most countries with available data
Index of change between 2000 and 2013 (2005 = 100, constant prices), for teachers with 15 years of experience and typical qualifications
50
60
70
80
90
100
110
120
130
140
Estonia
Poland
Israel
Norway
Luxembourg
Turkey
Australia
UnitedStates
Mexico
Ireland
Germany
Sweden1
Belgium(Fr.)
Belgium(Fl.)
Denmark
Finland
OECDaverage
Austria
Slovenia
Korea
France
Italy
Japan
Spain
Scotland
Iceland
England
Portugal
Greece
Hungary
Latvia
2013 2000
Index of
Chart D3.3.
19. Schools were better equipped with new
technologies in 2012 than in 2003
Change between 2003 and 2012 in the index of quality of schools' educational resources (e.g. textbooks, computers for instruction, computer so
ftware). Dark blue bars indicate differences that are statistically significant.
Chart D8.2
-0.7
-0.5
-0.3
-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
Turkey
Poland
Uruguay
RussianFederation
Latvia
Macao-China
Japan
Brazil
Canada
SlovakRepublic
Portugal
Norway
Ireland
CzechRepublic
Greece
Spain
Belgium
Hungary
HongKong-China
Australia
Sweden
OECDaverage2003
Switzerland
Indonesia
Liechtenstein
Germany
Italy
NewZealand
Denmark
Finland
Austria
Thailand
UnitedStates
Luxembourg
Netherlands
Mexico
Iceland
Korea
Tunisia
Mean index
difference
20. Teachers’ skills and readiness to use information and
communication technologies (ICT) for problem solving (2012) Chart D5.4
0
10
20
30
40
50
60
70
80
90
100
Korea
England/N.Ireland(UK)
CzechRepublic
Sweden
Netherlands
Japan
Canada
Norway
UnitedStates
Germany
Average
Flanders(Belgium)
Denmark
Austria
SlovakRepublic
Ireland
RussianFederation*
Estonia
Poland
%
Group 4
(Good ICT and problem-solving
skills)
Group 3
(Moderate ICT and problem-
solving skills)
Group 2
(Failed ICT core stage 1 or
minimal problem-solving skills)
Group 1
(Opted out of the computer-
based assessment)
Group 0
(No computer experience)
21. Relationship between teachers’ use of ICT skills at work and
proficiency in those skills (2012) Chart D5.4
Austria
Canada
Czech Republic
Denmark
Estonia
Germany
Ireland Japan
Korea
Netherlands
Norway
Poland
Slovak Republic
Average
Sweden
United States
Flanders (Belgium)
England/N. Ireland (UK)
Russian Federation*
R² = 0.3951
1.0
1.2
1.4
1.6
1.8
2.0
2.2
2.4
2.6
20 25 30 35 40 45 50 55 60 65 70
IndexofuseofICTskillsatwork
Proportion of teachers with good ICT and problem-solving skills
22. Students who use computers at school only
moderately score the highest in reading
450
460
470
480
490
500
510
520
-2 -1 0 1 2
Scorepoints
Index of ICT use at school
Source: Figure 6.5
Relationship between students’ skills in reading and computer use at school
(average across OECD countries)
OECD
average
Highest
score
Digital reading
Students with a value above 1 use
chat or email at least once a week at
school, browse the Internet for
schoolwork almost every day, and
practice and drill on computers (e.g.
for foreign language or maths) at
least weekly
Most students with a value above 0
use email at school at least once a
month, browse the Internet for
schoolwork at least once a week,
and practice and drill on computers
(e.g. for foreign language or maths)
at least once a month
23. Students who do not use computers in maths
lessons score highest in mathematics
450
460
470
480
490
500
510
520
-2 -1 0 1 2
Scorepoints
Index of computer use in mathematics lessons
Source: Figure 6.7
Relationship between students’ skills in reading and computer use at school
(average across OECD countries)
Paper-based
mathematics
Computer-based
mathematics
Highest score
OECD
average
24. Almost one in five teachers in OECD countries feels a need for further
training in how to use ICT in the classroom
Percentage of lower secondary education teachers who report having a high level of need for professional development to improve their ICT skills for teaching
Chart D8.4
0
5
10
15
20
25
30
35
40
45
50
Malaysia
Italy
Georgia
Iceland
Brazil
Japan
Sweden
France
Korea
Israel
Estonia
Mexico
Bulgaria
Croatia
Serbia
Latvia
Denmark
SlovakRepublic
Romania
OECDaverage
Norway
Finland
RussianFederation
New-Zealand
Netherlands
CzechRepublic
Spain
Australia
Chile
Cyprus
Singapore
Poland
Belgium(Flanders)
AbuDhabi(UAE)
Portugal
UnitedStates
England
%
26. There are more vocational upper secondary
graduates than ever before
Trends in vocational upper secondary graduation rates (2005 and 2013)
0
10
20
30
40
50
60
70
80
90
100
Finland
Austria
Netherlands
France
Switzerland
Slovenia
Australia
NewZealand
CzechRepublic
SlovakRepublic
Portugal
Belgium
EU21average
Denmark
OECDaverage
Luxembourg
Italy
Germany
Poland
China
Israel
Sweden
Norway
Greece
Chile
Turkey
Spain
Indonesia
RussianFederation
Latvia
Japan
Hungary
Korea
Estonia
Mexico
Colombia
Brazil
Canada
2013 2005
%
Chart A2.2.
27. Across OECD countries, 77% of adults with a vocational upper
secondary or post-secondary non-tertiary attainment are
employed
Employment rates among adults whose highest level of education is upper secondary or post-secondary non-tertiary, by programme orientation
(2014)
50
55
60
65
70
75
80
85
90
95
100
Iceland
Sweden
Switzerland
Norway
NewZealand
UnitedKingdom
Germany
Denmark
Netherlands
Portugal
CzechRepublic
Australia
Colombia
Brazil
Austria
Estonia
Canada
OECDaverage
CostaRica
Finland
Mexico
France
EU21average
Belgium
Russian…
Israel
Luxembourg
Korea
Hungary
Chile
SlovakRepublic
Latvia
Italy
Lithuania
Slovenia
Ireland
UnitedStates
Poland
Spain
Turkey
Vocational and general orientation Vocational orientation General orientation
Chart A5.3.
29. Some 50% of today's young people are expected to graduate
from tertiary education at least once during their lifetime
First-time tertiary graduation rates (2013)
0
10
20
30
40
50
60
70
80
Australia
NewZealand
Japan
Denmark
Slovenia
Latvia
UnitedStates
Austria
Spain
Chile
OECDaverage
Finland
Switzerland
UnitedKingdom
Turkey1
CzechRepublic
SlovakRepublic
Netherlands
EU21average
Norway
Portugal
Sweden
Germany
Italy
Luxembourg
First-time tertiary graduation rates%
Chart A3.1.
30. More than 40% of students who graduated with a
doctorate earned it in either science or engineering
Percentage of students who graduate from sciences and engineering at doctoral level (2013)
0
10
20
30
40
50
60
70
80
France
Chile
Canada
Luxembourg
Israel
Sweden
Estonia
CzechRepublic
Colombia
Austria
Belgium
UnitedKingdom
NewZealand
Italy
EU21average
Spain
Ireland
OECDaverage
Germany
Denmark
Portugal
Switzerland
Norway
Finland
UnitedStates
SlovakRepublic
RussianFederation
Slovenia
Latvia
Greece
Australia
Korea
Japan
SouthAfrica
Hungary
Netherlands
Mexico
Turkey
Engineering, Manufacturing & Construction
Sciences
Sciences and Engineering, Manufacturing & Construction (international students)
Chart A3.4.
%
31. More than 30% of adults are more educated than
their parents
Intergenerational mobility in education (2012)
22
10
16
0
10
20
30
40
50
60
70
80
90
100
Korea
RussianFederation
Poland
Finland
Ireland
Spain
England/N.Ireland(UK)
France
Canada
Japan
Netherlands
Average
Flanders(Belgium)
Denmark
Estonia
Australia
Norway
SlovakRepublic
Italy
Sweden
UnitedStates
CzechRepublic
Germany
Austria
%
Downward mobility (lower educational attainment than the highest level reached by parents)
Upward mobility to upper secondary or post-secondary non-tertiary education
Upward mobility to tertiary education
Chart A4.1.
32. Annual spending per tertiary student ranges from
USD 2 089 to USD 32 876
Annual expenditure per student by educational institutions for all services, by level of education (2012). Tertiary education
Chart
B1.2.T
0
2 000
4 000
6 000
8 000
10 000
12 000
14 000
16 000
18 000
20 000
22 000
24 000
26 000
28 000
Luxembourg
UnitedStates
Switzerland
UnitedKingdom
Sweden
Norway
Netherlands
Finland
Germany
Japan
Australia
Austria
Belgium
France
Ireland
NewZealand
Spain
Israel
Slovenia
SouthAfrica
Brazil
CzechRepublic
Italy
Korea
Poland
Iceland
Portugal
SlovakRepublic
Hungary
Estonia
Mexico
Chile
Turkey
Latvia
Colombia
Indonesia
OECD average
32 876
33. Between 2005 and 2012, expenditure per tertiary
student increased by 10%, on average
Annual expenditure per student by educational institutions in 2012 related to change since 2005. Tertiary education
Chart
B1.4.T
USA
CHE
SWE
NOR
FIN
NLD
JPN
FRA
BEL IRE
ISRESP
BRA CZESVN KOR
POL
POR
ISL
CHL
SVKTUR
MEX EST
RUS
ITA
HUN
AUS
R² = 0.0654
6 000
7 000
8 000
9 000
10 000
11 000
12 000
13 000
14 000
15 000
16 000
17 000
18 000
19 000
20 000
21 000
22 000
23 000
24 000
25 000
26 000
27 000
-20 -10 0 10 20 30 40 50 60 70 80
Annual expenditure per
student (2012, USD)
Change in expenditure per student between 2005 and 2012 (%)
OECD average
Tertiary education
OECD average
34. About 30% of spending on tertiary education comes
from private sources, on average
Share of private expenditure on educational institutions (2012)
Chart B3.1
0
10
20
30
40
50
60
70
80
90
Korea
Japan
Chile
UnitedStates
Colombia
Australia
NewZealand
Israel
Portugal
Hungary
Canada
UnitedKingdom
RussianFederation
Latvia
Italy
Mexico
OECDaverage
Netherlands
Indonesia
Spain
SlovakRepublic
Poland
EU21average
Estonia
CzechRepublic
France
Turkey
Ireland
Germany
Slovenia
Sweden
Belgium
Iceland
Luxembourg
Austria
Norway
Finland
Switzerland
Denmark
%
35. 75% or more students in Australia, New Zealand, Norway, the
United Kingdom and the United States benefit from public loans
or scholarships/grants
Distribution of scholarships/grants and public loans to students in Bachelor's or equivalent level (2013-14)
Chart B5.3
0
10
20
30
40
50
60
70
80
90
100
UnitedKingdom
Australia
NewZealand
UnitedStates
Norway
Turkey
Finland
France
Belgium(Fl.)
Italy
Belgium(Fr.)
Austria
Switzerland
% of students
DO NOT benefit from public loans OR scholarships/grants
benefit from public loans AND scholarships/grants
benefit from scholarships/grants only
benefit from public loans only
benefit from public loans only or from public loans AND scholarships/grants
37. The employment benefit of tertiary education is
significant, but not in all countries
Unemployment rates, by educational attainment (2014)
0
5
10
15
20
25
30
35
40
45
SlovakRepublic
Spain
Greece
Lithuania
Latvia
CzechRepublic
Ireland
Poland
Hungary
EU21average
Slovenia
Italy
Portugal
Belgium
France1
Sweden
OECDaverage
Finland
RussianFederation1
Germany
Estonia
Austria
Canada
UnitedStates
Netherlands
Switzerland
Turkey
Denmark
Australia
UnitedKingdom2
Luxembourg
Israel
CostaRica
Norway
Colombia
NewZealand
Chile1
Iceland
Brazil1
Mexico
Korea
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary
%
Chart A5.1.
38. Adults with a tertiary degree will earn 100% more than
those with only below upper secondary education
Difference in relative earnings for adults by level of education (upper secondary education=100)
0
50
100
150
200
250
300
Chile
Brazil
Colombia
Hungary
Mexico
Turkey
Ireland
UnitedStates
CzechRepublic
Slovenia
SlovakRepublic
Poland
Portugal
Israel
OECDaverage
Luxembourg
EU21average
Netherlands
Switzerland
France
Austria
Japan
Spain
UnitedKingdom
Greece
Finland
Korea
Italy
Canada
Belgium
NewZealand
Estonia
Australia
Denmark
Norway
Below upper secondary Tertiary
upper secondary education
Chart
A6.2.a
39. Adults with a tertiary degree will earn 100% more than
those with only below upper secondary education
Difference in relative earnings for adults by level of education (upper secondary education=100)
0
50
100
150
200
250
300
Chile
Brazil
Colombia
Hungary
Mexico
Turkey
Ireland
UnitedStates
CzechRepublic
Slovenia
SlovakRepublic
Poland
Portugal
Israel
OECDaverage
Luxembourg
EU21average
Netherlands
Switzerland
France
Austria
Japan
Spain
UnitedKingdom
Greece
Finland
Korea
Italy
Canada
Belgium
NewZealand
Estonia
Australia
Denmark
Norway
Below upper secondary Tertiary
upper secondary education
Chart
A6.2.a
40. The higher the level of education, the higher the
relative earnings
Relative earnings of tertiary-educated workers, by level of tertiary education (2013)
100
120
140
160
180
200
220
240
260
280
300
Italy
Denmark
Sweden
Norway
SlovakRepublic
Finland
NewZealand
France
Australia
CzechRepublic
Korea
EU21average
Canada
UnitedKingdom
OECDaverage
Israel
UnitedStates
Portugal
Austria
Hungary
Greece
Ireland
Brazil
Chile
Bachelor's or equivalent Master's, doctoral or equivalentIndex
450 564
Index
450 564
Chart A6.1.
41. Adults completing tertiary education benefit from
substantial returns on their investment
Private net financial returns for adults attaining tertiary education (2011)
0
100 000
200 000
300 000
400 000
500 000
600 000
Chile
UnitedStates
Poland
Hungary
CzechRepublic
UnitedKingdom
Slovenia
SlovakRepublic
Portugal
Austria
OECDaverage
Netherlands
Australia
EU21average
Germany
Canada
Israel
Italy
Finland
Norway
Estonia
Denmark
Sweden
Spain
NewZealand
Korea
Men Women
Chart A7.1
42. Taxpayers benefit significantly too
Public net financial returns for adults attaining tertiary education (2011)
-50 000
0
50 000
100 000
150 000
200 000
250 000
300 000
UnitedStates
Hungary
Slovenia
Germany
Netherlands
Italy
Portugal
Austria
UnitedKingdom
EU21average
CzechRepublic
Finland
Australia
Chile
OECDaverage
Poland
Denmark
Norway
Israel
SlovakRepublic
Canada
Switzerland
Spain
NewZealand
Estonia
Sweden
Korea
Men Women
Chart A7.3
43. The higher the level of skills, the more likely the
participation in employer-sponsored education
Participation in employer-sponsored formal and/or non-formal education, by skills and readiness to use information and communication
technologies for problem solving (2012)
0
10
20
30
40
50
60
70
80
Denmark
Norway
Finland
Netherlands
UnitedStates
Sweden
Australia
England/N.Ireland
(UK)
Canada
Estonia
Average
Ireland
Germany
CzechRepublic
Flanders(Belgium)
Korea
Austria
SlovakRepublic
Japan
Poland
RussianFederation
%
Group 4
(Good ICT and problem-solving skills)
Group 3
(Moderate ICT and problem-solving skills)
Group 2
(Failed ICT core test or minimal problem-solving skills)
Group 0
(No computer experience)
Chart C6.1.
45. OECD countries attract 73% of all foreign and
international students
Distribution of foreign and international students in tertiary education, by country of destination (2013)
United States 19%
United Kingdom 10%
Australia 6%
France 6%
Germany 5%
Russian Federation 3%
Japan 3%
Canada 3%
China 2%
Italy 2%
Austria 2%
Netherlands 2%
Saudi Arabia 2%
Spain 1%
Korea 1%
Turkey 1%
Other OECD countries 10%
Other non-OECD countries
20%
Chart C4.3.
46. Students from Asia form the largest group of
international students
Distribution of foreign and international students in tertiary education, by region of origin (2013)
Asia
53%
Europe
25%
Africa
8%
Latin America and the
Caribbean
5%
North America
3%
Oceania
1%
Not specified
5%
Chart C4.4.
47. International student enrolments vary greatly across
countries
International or foreign student enrolments as a percentage of total tertiary education
0
5
10
15
20
25
30
35
40
45
50
Total tertiary education OECD Average
OECD Average
Chart C4.1.
%
49. Women are more likely than men to have attained
tertiary education
Percentage of 25-34 year-olds who have attained tertiary education, by gender (2014)
0
10
20
30
40
50
60
70
80
Korea
Canada
RussianFederation
Norway
Luxembourg
Ireland
Israel
Australia
Sweden
Poland
Latvia
UnitedKingdom
Belgium
UnitedStates
Denmark
Estonia
Slovenia
Netherlands
France
Finland
Spain
Iceland
OECDaverage
EU21average
Switzerland
NewZealand
Greece
Austria
Portugal
Hungary
SlovakRepublic
CzechRepublic
SaudiArabia
Japan
Colombia
Italy
Germany
Chile
Mexico
Turkey
CostaRica
Brazil
Indonesia
SouthAfrica
% Men Women
Chart A10.1
50. There is a large difference between the shares of
women with bachelor's and doctoral degrees
Percentage of female graduates in tertiary levels of education (2013)
0
10
20
30
40
50
60
70
80
Sweden
Latvia
Norway
SlovakRepublic
CzechRepublic
Slovenia
NewZealand
Hungary
SouthAfrica
Portugal
SaudiArabia
Denmark
Canada
Belgium
Austria
EU21average
Finland
Italy
Israel
RussianFederation
Australia
Spain
Colombia
OECDaverage
UnitedStates
Netherlands
Luxembourg
UnitedKingdom
Chile
Mexico
Indonesia
China
Germany
Switzerland
Turkey
Japan
Bachelor’s or equivalent Doctorate or equivalent
%
Chart A3.3.
51. The public benefit for a man attaining tertiary
education is higher than that for a woman
Public net financial returns for adults attaining tertiary education (2011)
-50 000
0
50 000
100 000
150 000
200 000
250 000
300 000
UnitedStates
Hungary
Slovenia
Germany
Netherlands
Italy
Portugal
Austria
UnitedKingdom
EU21average
CzechRepublic
Finland
Australia
Chile
OECDaverage
Poland
Denmark
Norway
Israel
SlovakRepublic
Canada
Switzerland
Spain
NewZealand
Estonia
Sweden
Korea
Men Women
Chart A7.3
52. Boys tend to perform worse in school than girls
Gender differences in the percentage of 15 year-olds students who are low achievers in all subjects (e.g. mathematics, reading, science) (PISA
2012)
0
10
20
30
40
50
60
Indonesia
Brazil
Colombia
Mexico
Chile
CostaRica
Israel
Greece
Turkey
SlovakRepublic
Sweden
Iceland
Lithuania
Croatia
Hungary
France
Portugal
UnitedStates
Luxembourg
Italy
Norway
OECDaverage
RussianFederation
NewZealand
Belgium
Slovenia
Spain
Austria
Latvia
UnitedKingdom
Australia
CzechRepublic
Denmark
Germany
Netherlands
Switzerland
Ireland
Poland
Canada
Finland
Japan
Korea
Estonia
Girls Boys
%
Chart A10.2
53. The highest proportion of female teachers are concentrated in the
earlier years of schooling and shrink at each successive level of
education
Percentage of women among teaching staff in public and private institutions, by level of education (2013)
Chart D5.3
0
10
20
30
40
50
60
70
80
90
100
Latvia
RussianFederation
Estonia
Iceland
Israel
Slovenia
Italy
Hungary
Sweden
SlovakRepublic
Norway
CzechRepublic
Poland
Finland
Austria
Portugal
Denmark
Brazil
EU21average
Korea
Chile
OECDaverage
UnitedStates
Greece
Germany
NewZealand
France
Belgium
UnitedKingdom
Spain
Luxembourg
Colombia
Switzerland
Indonesia
Mexico
Turkey
China
Netherlands
Japan
Canada
Ireland
Lower secondary education Pre-primary education Primary education
Upper secondary education All Tertiary education%