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OECD Indicators 2017
Education at a Glance
The demand for education is growing
Tertiary education is becoming the normFigure A1.2
Educational attainment of 25-34 year-olds (2016)
0
10
20
30
40
50
60
70
80
90
100
Kore
aCanada
Russian…
Lith
uania
Irela
nd
United K
ingdom
Luxe
mbourg
Aust
ralia
Sw
itze
rland
Norw
ay
United S
tate
sIsra
el
Sw
eden
Denm
ark
Neth
erlands
Belg
ium
France
Pola
nd
New
Zeala
nd
Icela
nd
Slo
venia
OECD
ave
rage
Latv
iaFi
nla
nd
Est
onia
EU
22 a
vera
ge
Spain
Gre
ece
Aust
ria
Portugal
Slo
vak
Republic
Cze
ch R
epublic
Germ
any
Turk
ey
Hungary
Chile
Cost
a R
ica
Colo
mbia
Saudi Ara
bia
Italy
Mexi
coArg
entina
Chin
aBra
zil
India
Indonesia
South
Afric
a
Below upper secondary education Upper secondary or post-secondary non-tertiary education Tertiary education
%
65% of adults are expected to enter tertiary education
for the first time in 2015 Figure C3.3
First-time tertiary entry rates (2005, 2015)
0
10
20
30
40
50
60
70
80
90
100
New
Zeala
nd
Chile
Denm
ark
Sw
itze
rland
Russ
ian F
edera
tion
Lith
uania
Japan
Icela
nd
Pola
nd
Norw
ay
Saudi Ara
bia
Spain
Slo
venia
Aust
ria
United K
ingdom
Belg
ium
Isra
el
Neth
erlands
Arg
entina
Cze
ch R
epublic
OECD
ave
rage
Germ
any
India
EU
22 a
vera
ge
Sw
eden
Slo
vak R
epublic
Finla
nd
Portugal
United S
tate
s
Italy
Colo
mbia
Hungary
Mexi
co
Luxe
mbourg
2015 2005%
Adults with higher educational attainment have
better economic outcomes
Tertiary graduates are more likely to be employed…Figure A5.3
Employment rates of 25-34 year-olds, by educational attainment and programme orientation (2016)
40
50
60
70
80
90
100
Lith
uania
Icela
nd
Neth
erlands
Luxe
mbourg
Sw
itze
rland
Arg
entina
Aust
ria
Pola
nd
Russ
ian F
edera
tion
Latv
iaGerm
any
United K
ingdom
Belg
ium
Norw
ay
Sw
eden
Isra
el
New
Zeala
nd
Bra
zil
France
Japan
Canada
Chile
Aust
ralia
United S
tate
sIrela
nd
Indonesia
OECD
ave
rage
Denm
ark
Hungary
EU22 a
vera
ge
Portugal
Colo
mbia
Slo
venia
Est
onia
Cost
a R
ica
Finla
nd
Mexi
coSouth
Afric
aCze
ch R
epublic
Slo
vak
Republic
Spain
Kore
aTurk
ey
Gre
ece
Italy
Saudi Ara
bia
Below upper secondary Vocational General or no distinction Tertiary%
Employment rates for young adults with tertiary degrees have returned to pre-crisis levels, which is not true for
people without upper secondary qualifications
…but employment often varies across fields of study…Figure A5.1
Employment rates of tertiary-educated 25-64 year-olds, by field of study (2016)
60
65
70
75
80
85
90
95
100
Gre
ece
Turk
ey
Italy
Mexi
co
Spain
Cost
a R
ica
Slo
vak R
epublic
Slo
venia
United S
tate
s
Finla
nd
Aust
ralia
OECD
ave
rage
EU
22 a
vera
ge
Chile
Est
onia
Hungary
Portugal
Belg
ium
Cze
ch R
epublic
France
Aust
ria
Latv
ia
Pola
nd
Germ
any
Neth
erlands
Sw
itze
rland
Norw
ay
Sw
eden
Lith
uania
Icela
nd
All fields of study Education
Science, technology, engineering and mathematics (STEM) Arts and humanities, social sciences, journalism and information%
Employment also varies for STEM graduates: While employment is very strong for IT specialists, for natural science, statistics and
math it compares more to arts and humanities
…and men and women still make different choices Figure C3.1
Share of new female entrants to STEM fields of tertiary education (2015)
0
10
20
30
40
50
60
70
80
90
100
India
United K
ingdom
Icela
nd
New
Zeala
nd
Pola
nd
Portugal
Denm
ark
Cze
ch R
epublic
Est
onia
Sw
eden
Slo
vak
Republic
Isra
el
Colo
mbia
EU
22 a
vera
ge
OECD
ave
rage
Irela
nd
Mexi
co
Hungary
Slo
venia
Norw
ay
Aust
ria
Turk
ey
Germ
any
Spain
Neth
erlands
Kore
a
Lith
uania
Latv
ia
Sw
itze
rland
Indonesia
Finla
nd
Luxe
mbourg
Belg
ium
Chile
Japan
Share of male entrants Share of female entrants%
In many countries more 15-year-old students expect a career in science than actually enter into science-
related studies (C3.a)
Adults with tertiary-educated parents are twice more
likely to reach that level themselves than those without Figure A4.3
Share of 30-44 year-olds who completed tertiary-type A or an advanced research programme, by parents' educational attainment (2012 or 2015)
0
10
20
30
40
50
60
70
80
90
Italy
Slo
vak R
epublic
Pola
nd
Turk
ey
France
Sin
gapore
Cze
ch R
epublic
Gre
ece
Spain
Northern
Ire
land
Engla
nd
Isra
el
United S
tate
s
Chile
Irela
nd
Aust
ralia
Lith
uania
Ave
rage
Russ
ian F
edera
tion
Neth
erlands
Canada
Kore
a
Norw
ay
Slo
venia
Flem
ish C
om
.
Germ
any
New
Zeala
nd
Est
onia
Japan
Finla
nd
Sw
eden
Denm
ark
Aust
ria
%At least one parent has attained tertiary education Both parents have less than tertiary educational attainment
Education
Arts and humanitiesSocial sciences, journalism and
information
Business, administration and law
Natural sciences, mathematics and statistics
Information and communication technologies
Engineering, manufacturing and construction
Health and welfare
Services 0
5
10
15
20
25
30
0 5 10 15 20 25 30
Inte
rnational doct
ora
te s
tudents
by
field
of
educa
tion (%
)
National doctorate students by field of education (%)
More open or attractive to international students
Less open or attractive tointernational
students`
International students are more drawn to science-
related fields, particularly at doctoral level Figure C4.2
Doctorate student mobility by field of education, OECD average (2015)
Tertiary graduates earn on average 56% more than
those with upper secondary level attainment Figure A6.1
Relative earnings of adults, by educational attainment. Upper secondary education = 100 (2015)
50
75
100
125
150
175
200
225
250
Sw
eden
Est
onia
Norw
ay
Denm
ark
Finla
nd
Gre
ece
Belg
ium
New
Zeala
nd
Aust
ralia
Kore
a
Italy
Canada
Latv
ia
Neth
erlands
Sw
itze
rland
Japan
Spain
United K
ingdom
Aust
ria
France
OECD
ave
rage
Luxe
mbourg
Isra
el
Pola
nd
Irela
nd
Germ
any
Turk
ey
Portugal
Cze
ch R
epublic
Slo
vak R
epublic
Slo
venia
United S
tate
s
Lith
uania
Hungary
Mexi
co
Cost
a R
ica
Colo
mbia
Chile
Bra
zil
Earning advantage of adults with tertiary education
Earning disadvantage of adults with below upper secondary educationIndex
Most countries have levelled up resources,
often faster than enrolment
Between 2010 and 2014, expenditure on tertiary
institutions increased twice as fast as enrolments… Table B1.3
Index of change in expenditure (current prices) and number of students in tertiary institutions for all services (2010 to 2014)
80
90
100
110
120
130
140
150
160
Turk
ey
Est
onia
Slo
vak R
epublic
Aust
ralia
Chile
Icela
nd
Latv
ia
Mexi
co
Isra
el
OECD
ave
rage
Norw
ay
Belg
ium
Germ
any
Neth
erlands
Sw
eden
Cze
ch R
epublic
United S
tate
s
Kore
a
Japan
France
Canada
EU
22 a
vera
ge
Pola
nd
Italy
Denm
ark
Finla
nd
Spain
Portugal
Slo
venia
Hungary
Irela
nd
Change in expenditure Change in the number of studentsGDP deflator 2010 = 100
230
Private expenditure on tertiary education increasedFigure B3.3
Change in private expenditure on tertiary educational institutions, 2010 = 100 (2005 and 2014)
50
60
70
80
90
100
110
120
130
140
150
Aust
ralia
Spain
Belg
ium
Canada
Sw
eden
France
Isra
el
Icela
nd
United S
tate
s
Neth
erlands
Irela
nd
Germ
any
Mexi
co
OECD
ave
rage
Portugal
Cze
ch R
epublic
Japan
Italy
Norw
ay
EU
22 a
vera
ge
Denm
ark
Slo
vak R
epublic
Chile
Kore
a
Lith
uania
Russ
ian F
edera
tion
Finla
nd
Est
onia
Slo
venia
Latv
ia
Pola
nd
2005 2014Index of change (2010 = 100)
And now funds 30% of total expenditure on tertiary
institutions on average across OECD countries Figure B3.2
Distribution of public and private expenditure on educational institutions (2014)
0 10 20 30 40 50 60 70 80 90
100
Finla
nd
Norw
ay
Luxe
mbourg
Denm
ark
Aust
ria
Icela
nd
Sw
eden
Belg
ium
Arg
entina
Slo
venia
Germ
any
Est
onia
Pola
nd
France
Latv
ia
EU
22 a
vera
ge
Slo
vak R
epublic
Lith
uania
Cze
ch R
epublic
Indonesia
Turk
ey
Irela
nd
Mexi
co
OECD
ave
rage
Neth
erlands
Hungary
Spain
Russ
ian F
edera
tion
Italy
Portugal
Isra
el
New
Zeala
nd
Canada
Colo
mbia
Aust
ralia
Chile
United S
tate
s
Kore
a
Japan
United K
ingdom
% Tertiary education
Public expenditure on educational institutions Household expenditureExpenditure of other private entities All private sources
Rising tuition fees are behind the increasing
contributions of households
High tuition fees are characteristic of tertiary
education in many countries Figure B5.1
Tuition fees charged by public and private institutions at bachelor's or equivalent level (2015/16)
- 1
1
3
5
7
9
11
13
United S
tate
s
Chile
Japan
Canada
Aust
ralia
Kore
a
New
Zeala
nd
Isra
el
Neth
erlands
Spain
Italy
Portugal
Sw
itze
rland
Aust
ria
Hungary
Luxe
mbourg
Flem
ish c
om
. (B
elg
ium
)
French
com
. (B
elg
ium
)
Slo
venia
Denm
ark
Est
onia
Finla
nd
Norw
ay
Pola
nd
Slo
vak
Republic
Sw
eden
Turk
ey
Mexi
co
Latv
ia
Engla
nd (United K
ingdom
)
PPP-a
dju
sted U
SD
, th
ousa
nds
Public institutions Private institutions21 189
Flexible funding mechanisms help studentsFigure B5.3
Distribution of financial support to students at bachelor's or equivalent level (2015/16)
11,951
0
4,763
8,202
0
3,095
0
7,654
624 420
1,658914 1,168
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
0 10 20 30 40 50 60 70 80 90
100
Engla
nd (U
nited
Kin
gdom
)*
Norw
ay
Aust
ralia
United S
tate
s
Turk
ey
Isra
el
Finla
nd
Chile
Flem
ish c
om
.
(Belg
ium
)
Mexi
co
French
com
.
(Belg
ium
)
Italy
Aust
ria
Sw
itze
rland
%
Not benefitting from public loans or scholarships/grants Benefitting from public loans and scholarships/grants
Benefitting from public loans only Benefitting from scholarships/grants only
Average public tuition fees (USD) (Table B5.1)
*All tertiary institutions are government-dependent private institutions in England (United Kingdom).
The returns are still worth it for individualsFigure A7.2
Private costs and benefits of education for a man or a woman attaining tertiary education (2013)
- 200
- 100
0
100
200
300
400
500
600
Luxe
mbourg
Irela
nd
Chile
United S
tate
s
Pola
nd
Portugal
Slo
venia
Kore
a
Spain
Turk
ey
Canada
Isra
el
Hungary
EU
22 a
vera
ge
OECD
ave
rage
Cze
ch R
epublic
France
Aust
ralia
Norw
ay
New
Zeala
nd
Neth
erlands
Germ
any
Aust
ria
Finla
nd
Est
onia
Italy
Denm
ark
Slo
vak R
epublic
Japan
Thousa
nds
Man: Total benefits Man: Total costs Woman: Total benefits Woman: Total costs
…and also for taxpayersFigure A7.3
Public costs and benefits of education for a man or a woman attaining tertiary education (2013)
- 200
- 100
0
100
200
300
400
500
600
Neth
erlands
Irela
nd
Luxe
mbourg
Slo
venia
Portugal
Japan
United S
tate
s
EU
22 a
vera
ge
Cze
ch R
epublic
Germ
any
Finla
nd
Aust
ralia
Pola
nd
Hungary
France
OECD
ave
rage
Aust
ria
Turk
ey
Italy
Spain
Canada
Isra
el
New
Zeala
nd
Norw
ay
Denm
ark
Slo
vak R
epublic
Kore
a
Est
onia
Chile
Sw
itze
rland
Thousa
nds
Man: Total benefits Man: Total costs Woman: Total benefits Woman: Total costs
International student flows keep rising
but remain uneven
International student mobility helps create networks of
competencies, particularly at higher levels of education Figure C4.3
International students (inflow) and national students abroad (outflow) as a percentage of total national students (2015)
New Zealand
Australia
United Kingdom
Switzerland
Austria
BelgiumCanada
Netherlands
DenmarkCzech RepublicFrance
FinlandGermanyHungary Ireland
Sweden Slovak RepublicLatvia
ItalyUnited States
Portugal
Estonia
Japan NorwayLithuania
Russian Federation SloveniaPoland KoreaTurkey
Chile China
0
2
4
6
8
10
12
14
16
18
20
22
24
26
28
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Stu
dent in
flow
Student outflow
Tertiary
Luxembourg( 23;73)
In spite of this positive trend for higher education,
some are still left behind
Completion of upper secondary level is still a
challenge for some Figure A9.2
Outcomes for students who entered upper secondary education, by duration (2015)
0%
20%
40%
60%
80%
100%
New
Zeala
nd
Est
onia
Fle
mish c
om
.
(Belg
ium
)
Latv
ia
Sw
eden
Fin
land
Ave
rage
Neth
erlands
Chile
Aust
ria
Norw
ay
Engla
nd (U
K)
Bra
zil
Portugal
Luxe
mbourg
By theoretical duration plus two years
Graduated from any upper secondary programme Still in education Not graduated and not enrolled
Particularly for those with less-educated parents or
from an immigrant background Figure A9.a
Completion rate of upper secondary education by parents' educational background (2015)
0
10
20
30
40
50
60
70
80
90
100
Israel United States Netherlands France Flemish com.
(Belgium)
Finland Sweden Norway
Below upper secondary (ISCED 0-2) Upper secondary or post-secondary non-tertiary (ISCED 3-4) Tertiary (ISCED 5-8)
%
Particularly for those with less-educated parents or
from an immigrant background Figure A9.a
Completion rate of upper secondary education by students' immigrant status (2015)
0
10
20
30
40
50
60
70
80
90
100
United States Israel France Netherlands Finland Sweden Norway
First generation Second generation Non-immigrant
This is a critical loss for the labour market
Employment prospects for those with below upper
secondary education have been decreasing Figure A5.2
Trends in employment rates of 25-34 year-olds with below upper secondary education (2005 and 2016)
0
10
20
30
40
50
60
70
80
90
Icela
nd
Portugal
Luxe
mbourg
Sw
itze
rland
Latv
ia
Sw
eden
Mexi
co
New
Zeala
nd
Arg
entina
Cost
a R
ica
Neth
erlands
Est
onia
United K
ingdom
Denm
ark
Norw
ay
Spain
Kore
a
United S
tate
s
OECD
ave
rage
Aust
ria
Slo
venia
Canada
EU
22 a
vera
ge
Lith
uania
Aust
ralia
Germ
any
Hungary
Turk
ey
Isra
el
Belg
ium
Italy
Gre
ece
Fin
land
France
Cze
ch R
epublic
Pola
nd
Irela
nd
Slo
vak R
epublic
2005 2016%
And the unemployment rate of adults who have not attained upper
secondary education is nearly twice that for those who have Figure A5.4
Unemployment rates of 25-34 year-olds, by educational attainment (2016)
0
5
10
15
20
25
30
35
40
Hungary
United S
tate
s
Icela
nd
Cze
ch R
epublic
Neth
erlands
Lith
uania
United K
ingdom
Germ
any
Japan
Aust
ralia
New
Zeala
nd
Est
onia
Russ
ian F
edera
tion
Aust
ria
Luxe
mbourg
Sw
itze
rland
Latv
ia
Isra
el
Norw
ay
Arg
entina
Sw
eden
Belg
ium
Canada
Pola
nd
Kore
a
Irela
nd
Bra
zil
OECD
ave
rage
Mexi
co
France
Chile
Finla
nd
Slo
vak
Republic
EU22 a
vera
ge
Cost
a R
ica
Indonesia
Denm
ark
Portugal
Slo
venia
Colo
mbia
South
Afric
a
Turk
ey
Italy
Spain
Saudi Ara
bia
Gre
ece
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary%
The transition from school to work is not always smooth,
and reveals the relevance of skills acquired through education
to the labour market
The share of NEETs has remained relatively stable on
average across OECD countries in the past decade Figure C5.3
Trends in the percentage of 20-24 year-old NEETs (2005 and 2016)
0
5
10
15
20
25
30
35
40
45
50
Turk
ey
Italy
Bra
zil
Spain
Gre
ece
Mexi
co
Colo
mbia
Cost
a R
ica
France
Portugal
Chile
Irela
nd
Latv
ia
Pola
nd
Isra
el
Hungary
Finla
nd
Russ
ian F
edera
tion
Belg
ium
Slo
vak R
epublic
OECD
ave
rage
United S
tate
s
United K
ingdom
Canada
Lith
uania
Est
onia
Aust
ria
New
Zeala
nd
Slo
venia
Aust
ralia
Cze
ch R
epublic
Norw
ay
Sw
eden
Germ
any
Sw
itze
rland
Japan
Luxe
mbourg
Denm
ark
Neth
erlands
Icela
nd
2005 2016%
Estonia
Finland
Japan
Canada
Denmark
Ireland
NorwayGermany
Poland
Netherlands PortugalSweden Australia
Switzerland Belgium
Czech Republic
Spain
Iceland
United StatesUnited Kingdom
Lithuania
France Italy
HungaryIsrael
Greece
Slovak Republic
Chile
MexicoTurkey
Costa Rica
Colombia
Brazil
Austria
R² = 0.641
0
10
20
30
40
50
60
0 2 4 6 8 10 12 14 16 18 20
Literacy proficiency below Level 2 (%)
Low share of NEETs
Low share of low skilled students
High share of NEETs
High share of low skilled studentsLow share of NEETs
High share of low skilled
students
OECD Average
OECD
Avera
ge
High share of NEETs
Low share of low skilled students
Adults with lower literacy and numeracy levels have
more difficulty transitioning into the labour market Figure C5.4
Percentage of 15-19 year-old NEETs (2016) and percentage of 15-year-old students with low literacy skills (2015)
Vocational programmes offer flexible pathways through
education and into the labour market
Some countries have successfully developed work-
study programmes Figure A5.a
Percentage of 25-34 year-olds with upper secondary or post-secondary non-tertiary education, by programme
orientation and type of vocational programmes (2015)
23
60 6370
52
28 22 6
25
12 1624
0
10
20
30
40
50
60
70
80
90
100
France Germany Austria Switzerland
Work-study programmes School-based programmes General programmes
%
Employment rates of adults with upper secondary or post-
secondary non-tertiary education Figure A5.b
40
50
60
70
80
90
25-34 35-44 45-54 55-64
Austria
Work-study programmes School-based programmes General programmes
40
50
60
70
80
90
25-34 35-44 45-54 55-64
Switzerland%
40
50
60
70
80
90
25-34 35-44 45-54 55-64
France%
40
50
60
70
80
90
25-34 35-44 45-54 55-64
Germany%
%
Vocational programmes offer opportunities
for life-long learning Figure A2.2
Share of upper secondary graduates from vocational programmes, by age group (2015)
0
10
20
30
40
50
60
70
80
90
100
Isra
el
Kore
a
Indonesia
Chile
Sw
eden
Slo
venia
Turk
ey
Slo
vak R
epublic
Mexi
co
Italy
Cost
a R
ica
France
Bra
zil
Hungary
Aust
ria
Lith
uania
Belg
ium
Gre
ece
Portugal
Est
onia
OECD
ave
rage
EU22 a
vera
ge
Luxe
mbourg
Cze
ch R
epublic
Neth
erlands
Sw
itze
rland
Spain
Germ
any
New
Zeala
nd
Norw
ay
Finla
nd
Irela
nd
Pola
nd
Aust
ralia
Latv
ia
Canada
Denm
ark
%
50 year olds and older 40 to 49 year olds 30 to 39 year olds25 to 29 year olds 20 to 24 year olds Younger than 20 years old
Financial investment in basic skills has been growing,
but varies a lot by country
OECD countries spend about USD 123,000 on
average for primary to secondary education Figure B1.3
Cumulative expenditure per student by educational institutions over the expected duration of primary and secondary studies (2014)
0
50
100
150
200
250
300
Luxe
mbourg
Sw
itze
rland
Norw
ay
United K
ingdom
Denm
ark
Aust
ria
Belg
ium
Sw
eden
Neth
erlands
United S
tate
s
Aust
ralia
Germ
any
Finla
nd
EU
22 a
vera
ge
Canada
Fra
nce
Irela
nd
OECD
ave
rage
New
Zeala
nd
Japan
Slo
venia
Kore
a
Italy
Spain
Portugal
Cze
ch R
epublic
Est
onia
Latv
ia
Pola
nd
Isra
el
Slo
vak R
epublic
Hungary
Lith
uania
United K
ingdom
Russ
ian F
edera
tion
Turk
ey
Mexi
co
Indonesia
PPP-a
dju
sted U
SD
, th
ousa
nds
Primary education Lower secondary Upper secondary education
And public expenditure at these levels has increased
by 4% since 2010, although enrolments have declined Table B1.3
Index of change in expenditure per student by educational institutions for all services (current prices) and number of students (2010 to 2014)
80
90
100
110
120
130
140
150
Turk
ey
Isra
el
United K
ingdom
Latv
ia
Portugal
Mexi
co
Icela
nd
Chile
Denm
ark
Pola
nd
Hungary
OECD
ave
rage
Belg
ium
Sw
eden
Kore
a
Japan
Aust
ralia
EU
22 a
vera
ge
Cze
ch R
epublic
Slo
vak R
epublic
Canada
France
Norw
ay
Finla
nd
Germ
any
Luxe
mbourg
Italy
Neth
erlands
United S
tate
s
Est
onia
Slo
venia
Irela
nd
Spain
Sw
itze
rland
Primary, secondary, and post-secondary non-tertiary
Change in expenditure Change in the number of students
GDP deflator 2010 = 100
On average, expenditure on educational institutions has
increased faster than GDP between 2008 and 2014 Figure B2.3
Index of change in public expenditure on primary to tertiary educational institutions and in GDP (2008 to 2014)
80
90
100
110
120
130
140
150
160
Turk
ey
Kore
a
Slo
vak R
epublic
Denm
ark
Finla
nd
Sw
itze
rland
Mexi
co
Neth
erlands
Chile
Portugal
Aust
ralia
Germ
any
Bra
zil
OECD
ave
rage
Japan
Isra
el
Belg
ium
Cze
ch R
epublic
EU
22 a
vera
ge
Russ
ian F
edera
tion
Sw
eden
Norw
ay
France
Icela
nd
Latv
ia
Slo
venia
Pola
nd
Canada
Spain
Est
onia
Lith
uania
Italy
United S
tate
s
Hungary
Irela
nd
Index of change (2008 = 100)
Change in public expenditure on educational institutions
Change in GDP
Change in public expenditure on educational institutions as a percentage of GDP205
In primary and secondary education, how resources are
allocated is as important as total funds invested overall
Teachers still earn less than similarly tertiary-
educated workers Figure D3.1
Lower secondary teachers' salaries relative to earnings for tertiary-educated workers (2015)
0.5
1.0
1.5
Portugal
Luxe
mbourg
Latv
ia
Gre
ece
Fin
land
Germ
any
Isra
el
Est
onia
Fra
nce
EU
22 a
vera
ge
Engla
nd (U
K)
Slo
venia
Denm
ark
Fle
mish c
om
. (B
elg
ium
)
Lith
uania
OECD
ave
rage
New
Zeala
nd
Neth
erlands
Aust
ralia
Sw
eden
Pola
nd
Aust
ria
Fre
nch
com
. (B
elg
ium
)
Sco
tland (U
K)
Norw
ay
Chile
Hungary
Italy
United S
tate
s
Slo
vak R
epublic
Cze
ch R
epublic
Ratio
They have also been badly hit by the financial crisis
and are still recovering in many countries Figure D3.3
Change in teachers’ salaries in OECD countries (2005-15)
95
96
97
98
99
100
101
102
103
104
105
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
Primary Lower secondary, general programmes Upper secondary, general programmesIndex of change
2005 = 100
Class sizes have been decreasing in most countriesFigure D2.2
Change in average class size (2005, 2015)
- 30
- 20
- 10
0
10
20
30Fr
ance
United S
tate
s
Spain
Icela
nd
Italy
Russ
ian F
edera
tion
Portugal
Slo
venia
Germ
any
Luxe
mbourg
Hungary
Japan
Mexi
co
OECD
ave
rage
EU
22 a
vera
ge
Cze
ch R
epublic
Pola
nd
Aust
ralia
Chile
Isra
el
Lith
uania
Aust
ria
United K
ingdom
Bra
zil
Gre
ece
Kore
a
Slo
vak R
epublic
Est
onia
Turk
ey
Neth
erlands
Index of change (2005 = 0) Primary education Lower secondary education
Smaller student/teacher ratios do not always translate
into smaller classes Tables D2.1-2
Relationship between average class size and student-teacher ratio, lower secondary education (2015)
Austria
Chile
Czech Republic
Estonia
Finland
FranceGermany
Hungary
Iceland
Israel
Italy
Japan
Korea
Latvia
Luxembourg
Mexico
PolandPortugal
Slovak Republic
Slovenia
Spain
Sweden
Turkey
United Kingdom
United States
5
10
15
20
25
30
35
5.0 10.0 15.0 20.0 25.0 30.0 35.0
Ave
rage C
lass
Siz
e
Student-Teacher Ratio
Compulsory instruction time varies significantlyFigure D1.1
Total compulsory instruction time in general public education (2017)
0
2
4
6
8
10
12
Aust
ralia
Denm
ark
Cost
a R
ica
Colo
mbia
United S
tate
s
Isra
el
Neth
erlands
Chile
Mexi
co
Canada
Irela
nd
France
Luxe
mbourg
Spain
Norw
ay
Sw
itze
rland
Portugal
Icela
nd
OECD
ave
rage
Italy
Germ
any
Japan
EU22 a
vera
ge
Cze
ch R
epublic
French
com
. (B
elg
ium
)
Gre
ece
Sw
eden
Slo
vak
Republic
Flem
ish c
om
. (B
elg
ium
)
Lith
uania
Kore
a
Est
onia
Aust
ria
Slo
venia
Finla
nd
Turk
ey
Pola
nd
Russ
ian F
edera
tion
Hungary
Latv
ia
Inst
ruct
ion h
ours
, in
thousa
nds
Primary Lower secondary
Teaching time has remained generally stableFigure D4.1
Number of teaching hours per year in general lower secondary public education (2000, 2005 and 2015)
0
200
400
600
800
1 000
1 200
1 400
Cost
a R
ica
Colo
mbia
Chile
Sw
itze
rland
Mexi
co
United S
tate
s
Sco
tland (UK)
New
Zeala
nd
Engla
nd (UK)
Aust
ralia
Denm
ark
Germ
any
Neth
erlands
Canada
Luxe
mbourg
Irela
nd
Spain
OECD
ave
rage
Isra
el
Latv
ia
French
com
. (B
elg
ium
)
Norw
ay
France
Slo
vak R
epublic
Slo
venia
Est
onia
Cze
ch R
epublic
Italy
Lith
uania
Japan
Hungary
Aust
ria
Portugal
Finla
nd
Flem
ish c
om
. (B
elg
ium
)
Kore
a
Gre
ece
Turk
ey
Pola
nd
Russ
ian F
edera
tion
Hours per year 2015 2005 2000
Combined, these parameters provide the salary cost of
teachers per student, an indication of the effectiveness
of funds invested in education
Teacher salaries and class size are the largest drivers
of teacher salary cost per student Figure B7.3
Contribution of various factors to salary cost of teachers per student in public institutions, lower secondary education (2015)
- 4
- 3
- 2
- 1
0
1
2
3
4
Luxe
mbourg
Sw
itze
rland
Aust
ria
Fle
mish c
om
. (B
elg
ium
)
Germ
any
Fre
nch
com
. (B
elg
ium
)
Denm
ark
Fin
land
Norw
ay
Slo
venia
Aust
ralia
Spain
Neth
erlands
Irela
nd
Portugal
Canada
United S
tate
s
Japan
Kore
a
Italy
Gre
ece
Isra
el
Pola
nd
Fra
nce
Hungary
Est
onia
Cze
ch R
epublic
Slo
vak R
epublic
Turk
ey
Chile
Latv
ia
Mexi
co
USD
, Thousa
nds
Contribution of estimated class size
Contribution of teaching time
Contribution of instruction time
Contribution of teachers' salary
Difference of salary cost of teachers per student from OECD average
The age and gender distribution of teachers
is characterized by strong contrasts
The teaching profession is ageingFigure D5.1
Average age of teachers by education level (2015)
30
35
40
45
50
55
Italy
Lith
uania
Latv
ia
Gre
ece
Est
onia
Cze
ch R
epublic
Finla
nd
Norw
ay
Neth
erlands
Sw
eden
New
Zeala
nd
Germ
any
Aust
ria
Slo
venia
Sw
itze
rland
EU
22 a
vera
ge
Portugal
Slo
vak R
epublic
Spain
United K
ingdom
France
OECD
ave
rage
Hungary
Isra
el
Japan
Pola
nd
United S
tate
s
Irela
nd
Luxe
mbourg
Belg
ium
Canada
Kore
a
Chile
Bra
zil
Indonesia
Icela
nd
India
Age
Lower secondary education Upper secondary education
And fails to attract men, particularly at lower levels of
education Figure D5.2
Gender distribution of teachers (2015)
0
10
20
30
40
50
60
70
80
90
100
Russ
ian F
edera
tion
Lith
uania
Slo
venia
Hungary
Italy
Cze
ch R
epublic
Latv
ia
Aust
ria
Est
onia
Slo
vak R
epublic
Bra
zil
United S
tate
s
Irela
nd
Germ
any
EU22 a
vera
ge
Neth
erlands
Pola
nd
Isra
el
United K
ingdom
New
Zeala
nd
OECD
ave
rage
France
Icela
nd
Sw
itze
rland
Belg
ium
Chile
Portugal
Finla
nd
Cost
a R
ica
South
Afric
a
Kore
a
Sw
eden
Colo
mbia
Spain
Luxe
mbourg
Norw
ay
Canada
Gre
ece
Mexi
co
Japan
Chin
a
Indonesia
Saudi Ara
bia
India
Share of female teachers (%)
Primary education All secondary education All tertiary education
Lifelong learning
About half of the adult population participates in
continuous education Figure C6.1
Adults' participation in formal and/or non-formal education, by type (2012 or 2015)
0
10
20
30
40
50
60
70
80
90
100
New
Zeala
nd
Fin
land
Denm
ark
Sw
eden
Norw
ay
Neth
erlands
United S
tate
s
Canada
Sin
gapore
Engla
nd (U
K)
Aust
ralia
Isra
el
Germ
any
Est
onia
Irela
nd
Kore
a
Cze
ch R
epublic
Ave
rage
Fle
mish C
om
. (B
elg
ium
)
Northern
Ire
land (UK)
Aust
ria
Slo
venia
Chile
Spain
Japan
Fra
nce
Pola
nd
Lith
uania
Slo
vak R
epublic
Italy
Turk
ey
Gre
ece
Russ
ian F
edera
tion
%
Participation in non-formal education only Participation in formal education only
Participation in both formal and non-formal education No participation in adult education
Family obligations, such as caring for children, are
one of the barriers to continuous adult learning Figure C6.3
Participation in formal and/or non-formal education among young adults with or without young children in the household (2012 or 2015)
0
10
20
30
40
50
60
70
80
90
Italy
Gre
ece
Aust
ria
Spain
Turk
ey
Sin
gapore
Slo
vak R
epublic
Japan
Irela
nd
Kore
a
Germ
any
Canada
Lith
uania
Ave
rage
Pola
nd
Cze
ch R
epublic
United S
tate
s
Sw
eden
Norw
ay
Slo
venia
Fin
land
Fle
mish C
om
. (B
elg
ium
)
Northern
Ire
land (UK)
Isra
el
Est
onia
Fra
nce
Engla
nd (U
K)
Neth
erlands
Chile
New
Zeala
nd
Russ
ian F
edera
tion
Denm
ark
%
No children under 13 in the household Children under 13 in the household
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