1

Global LaunchEducation at a Glance 2015

Andreas SchleicherDirector for Education and Skills

More people have benefited from education than ever before

Percentage of younger and older tertiary-educated adults (2014)

Sou

th A

frica

In

done

sia

Bra

zil

Chi

na

Cos

ta R

ica

Italy

M

exic

o Tu

rkey

S

audi

Ara

bia

Chi

le

Col

ombi

a G

erm

any

Slo

vak

Rep

ublic

C

zech

Rep

ublic

P

ortu

gal

Hun

gary

S

love

nia

Aus

tria

Gre

ece

EU

21 a

vera

geLa

tvia

Fi

nlan

d N

ew Z

eala

nd

Est

onia

Ic

elan

d O

EC

D a

vera

ge

Spa

in

Den

mar

k P

olan

d Fr

ance

B

elgi

um

Net

herla

nds

Uni

ted

Sta

tes

Sw

eden

S

witz

erla

nd

Isra

el

Aus

tralia

N

orw

ay

Uni

ted

Kin

gdom

Ire

land

Li

thua

nia

Luxe

mbo

urg

Can

ada

Rus

sian

Fed

erat

ion

Kor

ea 0

10

20

30

40

50

60

70

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.

Over 80% of young people will complete upper secondary education in their lifetime

Upper secondary graduation rates (2013)

Irela

nd

Isra

el

New

Zea

land

Sw

itzer

land

Por

tuga

l

Finl

and

EU

21 a

vera

ge

Latv

ia

Pol

and

Aus

tria

Den

mar

k

Slo

vak

Rep

ublic

Chi

le

Slo

veni

a

Can

ada

EU

ave

rage

Uni

ted

Sta

tes

OE

CD

ave

rage

Sw

eden

Hun

gary

Italy

Cze

ch R

epub

lic

Nor

way

Luxe

mbo

urg

Col

ombi

a

Spa

in

Indo

nesi

a

Turk

ey

Mex

ico

0

10

20

30

40

50

60

70

80

90

100

Over 25 years Below 25 years

Chart A2.1.

Early learning

Some 70 % of 3-year-olds are enrolled in pre-primary education

Enrolment rates at age 3 and 4 in early childhood education (2013)

Isra

elFr

ance

Bel

gium

Uni

ted

Kin

gdom

New

Zea

land

Icel

and

Spa

inN

orw

ayIta

lyS

wed

enG

erm

any

Den

mar

kK

orea

Est

onia

Slo

veni

aN

ethe

rland

sLa

tvia

Japa

nE

U21

ave

rage

Por

tuga

lH

unga

ryR

ussi

an F

eder

atio

nO

EC

D a

vera

geLu

xem

bour

gFi

nlan

dS

lova

k R

epub

licA

ustri

aC

zech

Rep

ublic

Pol

and

Irela

ndC

hile

Uni

ted

Sta

tes

Mex

ico

Aus

tralia

Indo

nesi

aC

olom

bia

Bra

zil

Turk

eyS

witz

erla

ndS

audi

Ara

bia

0

10

20

30

40

50

60

70

80

90

100

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.

%

8Reading performance of immigrant students, by attendance at pre-primary education

Braz

il

Mex

ico

35

Mal

aysi

a

Cost

a Ri

ca

Kaza

khst

an 3

6

Qat

ar 4

8

Jord

an 3

4

Mon

tene

gro

Gre

ece

Slov

enia

Spai

n 5

2

Swed

en 6

7

Italy

88

Russ

ian

Fede

ratio

n 4

2

Port

ugal

49

Luxe

mbo

urg

40

OEC

D av

erag

e 4

9

Switz

erla

nd

Croa

tia

Serb

ia

Uni

ted

Arab

Em

irate

s ...

New

Zea

land

90

Mac

ao-C

hina

81

Irela

nd

Cana

da 4

5

Aust

ralia

54

300

350

400

450

500

550

600

Had attended pre-primary education Had not attended pre-primary educationMean score

9

Immigrant students’ performance in mathematics, by country of origin and destination

Australia

Macao-China

New Zealand

Hong Kong-China

Qatar

Finland

Denmark

United Arab Emirates

Netherlands

300 350 400 450 500 550 600

First-generation immigrants' score, after accounting for socio-economic status

PISA score points in mathematics

Students from Arabic-speak-

ing countries in:

Students from China in:

Denmark

Qatar

United Arab Emirates

Netherlands

Finland

50 55 60 65 70 75 80 85 90 95%

Percentage of students with an immigrant backgroundwho reported that they feel like they belong at school

Country of origin and country of destination

Students from Arabic-speak-

ing countries in:

Child staff ratios in pre-primary educationChart C2.2

ChileChina

Indones

iaTurke

y

Portugal

Netherla

nds

Switzerla

ndJa

panKore

aLa

tvia

OECD average

EU21 ave

rage

United S

tates

Norway

Luxe

mbourg

Germany

Russian F

ederatio

n

Estonia

Sweden

0

5

10

15

20

25

30

Expenditure on pre-primary education accounts for 0.6% of GDP, on average

Expenditure on pre-primary educational institutions (2012)

Chart C2.4.N

orw

ay

Icel

and

Finl

and

Slo

veni

a

Latv

ia

Pol

and

Fran

ce

Isra

el

Hun

gary

Bel

gium

EU

21 a

vera

ge

Luxe

mbo

urg

Spa

in

Por

tuga

l

OE

CD

ave

rage

New

Zea

land

Ger

man

y

Cze

ch R

epub

lic

Slo

vak

Rep

ublic

Uni

ted

Kin

gdom

Aus

tria

Uni

ted

Sta

tes

Italy

Net

herla

nds

Kor

ea

Japa

n

Sw

itzer

land

Aus

tralia

Sou

th A

frica

Indo

nesi

a

0

0.2

0.4

0.6

0.8

1

1.2

Public expenditure on educational institutions in percentage of GDP Public expenditure only

Teachers and teaching

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

New

Zea

land

Den

mar

kIc

elan

dN

orw

ayB

razi

lC

olom

bia

Uni

ted

Kin

gdom

Por

tuga

lIs

rael

Irela

ndB

elgi

umA

ustra

liaFi

nlan

dM

exic

oS

witz

erla

ndFr

ance

Net

herla

nds

Sw

eden

Slo

veni

aK

orea

Uni

ted

Sta

tes

Chi

leC

anad

aP

olan

dLu

xem

bour

gE

ston

iaG

erm

any

Aus

tria

Spa

inTu

rkey

Italy

Japa

nLa

tvia

Cze

ch R

epub

licS

lova

k R

epub

licH

unga

ryIn

done

sia

Rus

sian

Fed

erat

ion

0

1

1

2

2

3

3

4

4

5

5

6

Public expenditure on educational institutions Private expenditure on educational institutions

Primary, secondary and post-secondary non-tertiary

% of GDP

OECD average (total expenditure)

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

-20 -10 0 10 20 30 40 50 60 70 80 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

MEX

CHLHUN SVKEST CZE

POL

ISR

POR

KORITA

ESP

JPN FIN

FRA

AUS

UKM IRECANNLD

SWE

TUR

BELUSA

CHE

NOR

RUS

ISL

SVN

R² = 0.345881113162724

R² = 0.298397846059289

Change in expenditure per student between 2005 and 2012 (%)

Annual expenditure per student (2012, USD)

OECD average

Primary, secondary, and post-secondary non-tertiary education

OECD average

Class sizes Average class size in educational institutions, by level of education (2013)

Chart D2.1.C

hina

Kor

ea

Japa

n

Indo

nesi

a

Chi

le

Col

ombi

a

Isra

el

Turk

ey

Bra

zil

Mex

ico

Uni

ted

Sta

tes

Spa

in

Fran

ce

Ger

man

y

Aus

tralia

OE

CD

ave

rage

Por

tuga

l

Pol

and

Gre

ece

Italy

Cze

ch R

epub

lic

EU

21 a

vera

ge

Aus

tria

Hun

gary

Icel

and

Slo

veni

a

Finl

and

Uni

ted

Kin

gdom

Slo

vak

Rep

ublic

Luxe

mbo

urg

Rus

sian

Fed

erat

ion

Est

onia

Latv

ia

Bel

gium

(Fr.)

Net

herla

nds

0

10

20

30

40

50

60

Lower secondary education Primary education

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.

Col

ombi

a

Isra

el

Sco

tland

Eng

land

Chi

le

Uni

ted

Sta

tes

Spa

in

Por

tuga

l

Latv

ia

Net

herla

nds

Ger

man

y

Slo

vak

Rep

ublic

Fran

ce

Est

onia

Den

mar

k

Nor

way

Pol

and

Kor

ea

Cze

ch R

epub

lic

Icel

and

Aus

tria

Hun

gary

Japa

n

Turk

ey

0%

20%

40%

60%

80%

Chart D4.3. Percentage of teachers' working time spent teaching, by level of education (2010)Net teaching time as a percentage of total statutory working time and working time required at school

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

14 19 24 29 34 65

70

75

80

85

Australia

Brazil

Chile

Czech RepublicEstonia

Finland

FranceIceland

Israel

Italy Japan

Korea

Latvia

Mexico

Poland

Portugal

Russian Federation

Slovak RepublicSpain

OECD average

Average class size in lower secondary education

Per

cent

age

of ti

me

spen

t tea

chin

g an

d le

arni

ng

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.D

enm

ark

Fran

ce

Isra

el

Bel

gium

(Fl.)

Gre

ece

Bel

gium

(Fr.)

Aus

tralia

Sco

tland

Eng

land

Finl

and

OE

CD

ave

rage

Nor

way

Hun

gary

Chi

le

Slo

vak

Rep

ublic

Cze

ch R

epub

lic

Luxe

mbo

urg

Aus

tria

Slo

veni

a

OE

CD

ave

rage

Pol

and

Net

herla

nds

Est

onia

Sw

eden

Uni

ted

Sta

tes

Italy

0

0.5

1

Ratio

Similarly-edu-cated workers

Workers with tertiary educa-tion

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 qualificationsE

ston

ia

Pol

and

Isra

el

Nor

way

Luxe

mbo

urg

Turk

ey

Aus

tralia

Uni

ted

Sta

tes

Mex

ico

Irela

nd

Ger

man

y

Sw

eden

1

Bel

gium

(Fr.)

Bel

gium

(Fl.)

Den

mar

k

Finl

and

OE

CD

ave

rage

Aus

tria

Slo

veni

a

Kor

ea

Fran

ce

Italy

Japa

n

Spa

in

Sco

tland

Icel

and

Eng

land

Por

tuga

l

Gre

ece

Hun

gary

Latv

ia

50

60

70

80

90

100

110

120

130

140

Index of change2005 = 100

Chart D3.3.

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 qualificationsE

ston

ia

Pol

and

Isra

el

Nor

way

Luxe

mbo

urg

Turk

ey

Aus

tralia

Uni

ted

Sta

tes

Mex

ico

Irela

nd

Ger

man

y

Sw

eden

1

Bel

gium

(Fr.)

Bel

gium

(Fl.)

Den

mar

k

Finl

and

OE

CD

ave

rage

Aus

tria

Slo

veni

a

Kor

ea

Fran

ce

Italy

Japa

n

Spa

in

Sco

tland

Icel

and

Eng

land

Por

tuga

l

Gre

ece

Hun

gary

Latv

ia

50

60

70

80

90

100

110

120

130

140

2013 2000

Index of change2005 = 100

Chart D3.3.

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 software). Dark blue bars indicate differences that are statistically significant.

Chart D8.2Tu

rkey

Pol

and

Uru

guay

Rus

sian

Fed

erat

ion

Latv

iaM

acao

-Chi

naJa

pan

Bra

zil

Can

ada

Slo

vak

Rep

ublic

Por

tuga

lN

orw

ayIre

land

Cze

ch R

epub

licG

reec

eS

pain

Bel

gium

Hun

gary

Hon

g K

ong-

Chi

naA

ustra

liaS

wed

enO

EC

D a

vera

ge 2

003

Sw

itzer

land

Indo

nesi

aLi

echt

enst

ein

Ger

man

yIta

lyN

ew Z

eala

ndD

enm

ark

Finl

and

Aus

tria

Thai

land

Uni

ted

Sta

tes

Luxe

mbo

urg

Net

herla

nds

Mex

ico

Icel

and

Kor

eaTu

nisi

a

-0.7

-0.5

-0.3

-0.1

0.1

0.3

0.5

0.7

0.9

1.1

1.3

1.5

Mean index difference

Teachers’ skills and readiness to use information and communication technologies (ICT) for problem solving (2012) Chart D5.4

Kore

a

Engl

and/

N. Ir

elan

d (U

K)

Czec

h Re

publ

ic

Swed

en

Neth

erla

nds

Japa

n

Cana

da

Norw

ay

Unite

d St

ates

Germ

any

Aver

age

Fland

ers (

Belg

ium

)

Denm

ark

Aust

ria

Slov

ak R

epub

lic

Irela

nd

Russ

ian

Fede

ratio

n*

Esto

nia

Pola

nd

0

10

20

30

40

50

60

70

80

90

100

Group 4 (Good ICT and problem-solv-ing 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)

%

Relationship between teachers’ use of ICT skills at work and proficiency in those skills (2012) Chart D5.4

20 25 30 35 40 45 50 55 60 65 701.0

1.2

1.4

1.6

1.8

2.0

2.2

2.4

2.6

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 = 0.395098692472512

Proportion of teachers with good ICT and problem-solving skills

Inde

x of

use

of

ICT

skill

s at

wor

k

Students who use computers at school only moderately score the highest in reading

-2.0 -1.8 -1.6 -1.4 -1.2 -1.0 -0.8 -0.6 -0.4 -0.2 0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8 2.0450

460

470

480

490

500

510

520

Index of ICT use at school

Scor

e po

ints

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

Students who do not use computers in maths lessons score highest in mathematics

450

460

470

480

490

500

510

520

Index of computer use in mathematics lessons

Scor

e po

ints

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

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 D8.4M

alay

sia

Italy

Geo

rgia

Icel

and

Bra

zil

Japa

nS

wed

enFr

ance

Kor

eaIs

rael

Est

onia

Mex

ico

Bul

garia

Cro

atia

Ser

bia

Latv

iaD

enm

ark

Slo

vak

Rep

ublic

Rom

ania

OE

CD

ave

rage

Nor

way

Finl

and

Rus

sian

Fed

erat

ion

New

-Zea

land

Net

herla

nds

Cze

ch R

epub

licS

pain

Aus

tralia

Chi

leC

ypru

sS

inga

pore

Pol

and

Bel

gium

(Fla

nder

s)A

bu D

habi

(UA

E)

Por

tuga

lU

nite

d S

tate

sE

ngla

nd

0

5

10

15

20

25

30

35

40

45

50%

Different des-tinations

There are more vocational upper secondary graduates than ever before

Trends in vocational upper secondary graduation rates (2005 and 2013)

Finl

and

Aus

tria

Net

herla

nds

Fran

ceS

witz

erla

ndS

love

nia

Aus

tralia

New

Zea

land

Cze

ch R

epub

licS

lova

k R

epub

licP

ortu

gal

Bel

gium

EU

21

aver

age

Den

mar

kO

EC

D a

vera

geLu

xem

bour

gIta

lyG

erm

any

Pol

and

Chi

naIs

rael

Sw

eden

Nor

way

Gre

ece

Chi

leTu

rkey

Spa

inIn

done

sia

Rus

sian

Fed

erat

ion

Latv

iaJa

pan

Hun

gary

Kor

eaE

ston

iaM

exic

oC

olom

bia

Bra

zil

Can

ada

0

10

20

30

40

50

60

70

80

90

100

2013 2005

%

Chart A2.2.

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)

Icel

and

Sw

eden

Sw

itzer

land

Nor

way

New

Zea

land

Uni

ted

Kin

gdom

Ger

man

yD

enm

ark

Net

herla

nds

Por

tuga

lC

zech

Rep

ublic

Aus

tralia

Col

ombi

aB

razi

lA

ustri

aE

ston

iaC

anad

aO

EC

D a

vera

geC

osta

Ric

aFi

nlan

dM

exic

oFr

ance

EU

21 a

vera

geB

elgi

umR

ussi

an F

eder

...Is

rael

Luxe

mbo

urg

Kor

eaH

unga

ryC

hile

Slo

vak

Rep

ublic

Latv

iaIta

lyLi

thua

nia

Slo

veni

aIre

land

Uni

ted

Sta

tes

Pol

and

Spa

inTu

rkey

50

55

60

65

70

75

80

85

90

95

100

Vocational and general orientation Vocational orientation General orientation

Chart A5.3.

Tertiary edu-cation

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)

Aus

tralia

New

Zea

land

Japa

n

Den

mar

k

Slo

veni

a

Latv

ia

Uni

ted

Sta

tes

Aus

tria

Spa

in

Chi

le

OE

CD

ave

rage

Finl

and

Sw

itzer

land

Uni

ted

Kin

gdom

Turk

ey1

Cze

ch R

epub

lic

Slo

vak

Rep

ublic

Net

herla

nds

EU

21 a

vera

ge

Nor

way

Por

tuga

l

Sw

eden

Ger

man

y

Italy

Luxe

mbo

urg

0

10

20

30

40

50

60

70

80

First-time tertiary graduation rates%

Chart A3.1.

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)

Fran

ceC

hile

Can

ada

Luxe

mbo

urg

Isra

elS

wed

enE

ston

iaC

zech

Rep

ublic

Col

ombi

aA

ustri

aB

elgi

umU

nite

d K

ingd

omN

ew Z

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ndIta

lyE

U21

ave

rage

Spa

inIre

land

OE

CD

ave

rage

Ger

man

yD

enm

ark

Por

tuga

lS

witz

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ndN

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ayFi

nlan

dU

nite

d S

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sS

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k R

epub

licR

ussi

an F

eder

a...

Slo

veni

aLa

tvia

Gre

ece

Aus

tralia

Kor

eaJa

pan

Sou

th A

frica

Hun

gary

Net

herla

nds

Mex

ico

Turk

ey

0

10

20

30

40

50

60

70

80

Sciences Engineering, Manufacturing & ConstructionSciences and Engineering, Manufacturing & Construction (international students)

Chart A3.4.

%

More than 30% of adults are more educated than their parents

Intergenerational mobility in education (2012)

Kor

ea

Rus

sian

Fed

erat

ion

Pol

and

Finl

and

Irela

nd

Spa

in

Eng

land

/N. I

rela

nd (U

K)

Fran

ce

Can

ada

Japa

n

Net

herla

nds

Ave

rage

Flan

ders

(Bel

gium

)

Den

mar

k

Est

onia

Aus

tralia

Nor

way

Slo

vak

Rep

ublic

Italy

Sw

eden

Uni

ted

Sta

tes

Cze

ch R

epub

lic

Ger

man

y

Aus

tria

0

10

20

30

40

50

60

70

80

90

100

22

10

16

Downward mobility (lower educational attainment than the highest level reached by parents)Upward mobility to upper secondary or post-secondary non-tertiary educationUpward mobility to tertiary education%

Chart A4.1.

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

Luxembourg

United States

Switzerland

United Kingdom

SwedenNorway

Netherlands

Finland

Germany

Japan

Australia

Austria

BelgiumFrance Ireland

New Zealand

SpainIsrael

Slovenia

South Africa

Brazil

Czech Republic

Italy

Korea

PolandIceland

Portugal

Slovak Republic

HungaryEstoniaMexico

Chile

TurkeyLatvia

ColombiaIndonesia

Canada2, 3

Russian Feder...

Greece

0

2 0 00

4 0 00

6 0 00

8 0 00

10 0 0 0

12 0 0 0

14 0 0 0

16 0 0 0

18 0 0 0

20 0 0 0

22 0 0 0

24 0 0 0

26 0 0 0

28 0 0 0

Exp e nd i tu re p e r s tud e nt (eq u iv a le n t USD c o nv erte d u sin g PPPs )

OECD a ve ra ge

Exp e nd i tu re p e r s tud e nt (eq u iv a le n t USD c o nv erte d u sin g PPPs )Exp e nd i tu re p e r s tud e nt (eq u iv a le n t USD c o nv erte d u sin g PPPs )In e qu iva len t U SD c o nv e rte d u sin g PPPs )32 87 6

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

-20 -10 0 10 20 30 40 50 60 70 806 0007 0008 0009 000

10 00011 00012 00013 00014 00015 00016 00017 00018 00019 00020 00021 00022 00023 00024 00025 00026 00027 000 USA

CHE

SWE

NOR

FINNLD

JPN

FRABEL IRE

ISRESP

BRA CZESVN KORPOLPOR

ISLCHL

SVKTURMEX EST

RUS

ITAHUN

AUS

R² = 0.0654264089067798

Change in expenditure per student between 2005 and 2012 (%)

Annual expenditure per student (2012, USD)

OECD average

Tertiary education

OECD average

About 30% of spending on tertiary education comes from private sources, on average

Share of private expenditure on educational institutions (2012)

Chart B3.1K

orea

Japa

nC

hile

Uni

ted

Sta

tes

Col

ombi

aA

ustra

liaN

ew Z

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ndIs

rael

Por

tuga

lH

unga

ryC

anad

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nite

d K

ingd

omR

ussi

an F

eder

atio

nLa

tvia

Italy

Mex

ico

OE

CD

ave

rage

Net

herla

nds

Indo

nesi

aS

pain

Slo

vak

Rep

ublic

Pol

and

EU

21 a

vera

geE

ston

iaC

zech

Rep

ublic

Fran

ceTu

rkey

Irela

ndG

erm

any

Slo

veni

aS

wed

enB

elgi

umIc

elan

dLu

xem

bour

gA

ustri

aN

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ayFi

nlan

dS

witz

erla

ndD

enm

ark

0

10

20

30

40

50

60

70

80

90

%

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

Uni

ted

Kin

gdom

Aus

tralia

New

Zea

land

Uni

ted

Sta

tes

Nor

way

Turk

ey

Finl

and

Fran

ce

Bel

gium

(Fl.)

Italy

Bel

gium

(Fr.)

Aus

tria

Sw

itzer

land

0

10

20

30

40

50

60

70

80

90

100

benefit from public loans only or from public loans AND scholarships/grants benefit from public loans only

benefit from scholarships/grants only benefit from public loans AND scholarships/grants

DO NOT benefit from public loans OR scholarships/grants% of students

The returns to tertiary education remain strong

47

The employment benefit of tertiary education is significant, but not in all countries

Unemployment rates, by educational attainment (2014)

Slo

vak

Rep

ublic

Spa

inG

reec

eLi

thua

nia

Latv

iaC

zech

Rep

ublic

Irela

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ryE

U21

ave

rage

Slo

veni

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lyP

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gal

Bel

gium

Fran

ce1

Sw

eden

OE

CD

ave

rage

Finl

and

Rus

sian

Fed

erat

ion1

Ger

man

yE

ston

iaA

ustri

aC

anad

aU

nite

d S

tate

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ethe

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witz

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Den

mar

kA

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nite

d K

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om2

Luxe

mbo

urg

Isra

elC

osta

Ric

aN

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ayC

olom

bia

New

Zea

land

Chi

le1

Icel

and

Bra

zil1

Mex

ico

Kor

ea

0

5

10

15

20

25

30

35

40

45Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary%

Chart A5.1.

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)

ChileBraz

il

Colombia

Hunga

ry

Mexico

Turkey

Irelan

d

United

Stat

es

Czech

Rep

ublic

Sloven

ia

Slovak

Rep

ublic

Poland

Portug

alIsr

ael

OECD avera

ge

Luxe

mbourg

EU21 av

erage

Netherl

ands

Switzerl

and

France

Austria

Japa

nSpa

in

United

King

dom

Greece

Finlan

dKore

aIta

ly

Canad

a

Belgium

New Zea

land

Estonia

Austra

lia

Denmark

Norway

0

50

100

150

200

250

300

Below upper secondary Tertiary

upper secondary education

Chart A6.2.a

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)

ChileBraz

il

Colombia

Hunga

ry

Mexico

Turkey

Irelan

d

United

Stat

es

Czech

Rep

ublic

Sloven

ia

Slovak

Rep

ublic

Poland

Portug

alIsr

ael

OECD avera

ge

Luxe

mbourg

EU21 av

erage

Netherl

ands

Switzerl

and

France

Austria

Japa

nSpa

in

United

King

dom

Greece

Finlan

dKore

aIta

ly

Canad

a

Belgium

New Zea

land

Estonia

Austra

lia

Denmark

Norway

0

50

100

150

200

250

300

Below upper secondary Tertiary

upper secondary education

Chart A6.2.a

The higher the level of education, the higher the relative earnings

Relative earnings of tertiary-educated workers, by level of tertiary education (2013)

Italy

Den

mar

k

Sw

eden

Nor

way

Slo

vak

Rep

u...

Finl

and

New

Zea

land

Fran

ce

Aus

tralia

Cze

ch R

epu.

..

Kor

ea

EU

21 a

vera

ge

Can

ada

Uni

ted

Kin

...

OE

CD

ave

...

Isra

el

Uni

ted

Sta

tes

Por

tuga

l

Aus

tria

Hun

gary

Gre

ece

Irela

nd

Bra

zil

Chi

le

100

120

140

160

180

200

220

240

260

280

300

Bachelor's or equivalent Master's, doctoral or equivalentIndex450 564

Index450 564

Chart A6.1.

Adults completing tertiary education benefit from substantial returns on their investment

Private net financial returns for adults attaining tertiary education (2011)C

hile

Uni

ted

Sta

tes

Pol

and

Hun

gary

Cze

ch R

epub

lic

Uni

ted

Kin

gdom

Slo

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a

Slo

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Rep

ublic

Por

tuga

l

Aus

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OE

CD

ave

rage

Net

herla

nds

Aus

tralia

EU

21 a

vera

ge

Ger

man

y

Can

ada

Isra

el

Italy

Finl

and

Nor

way

Est

onia

Den

mar

k

Sw

eden

Spa

in

New

Zea

land

Kor

ea

0

100 000

200 000

300 000

400 000

500 000

600 000

Men Women

Chart A7.1

Taxpayers benefit significantly too

Public net financial returns for adults attaining tertiary education (2011)U

nite

d S

tate

s

Hun

gary

Slo

veni

a

Ger

man

y

Net

herla

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Por

tuga

l

Aus

tria

Uni

ted

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gdom

EU

21 a

vera

ge

Cze

ch R

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lic

Finl

and

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tralia

Chi

le

OE

CD

ave

rage

Pol

and

Den

mar

k

Nor

way

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el

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Rep

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itzer

land

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in

New

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land

Est

onia

Sw

eden

Kor

ea

-50 000

0

50 000

100 000

150 000

200 000

250 000

300 000

Men Women

Chart A7.3

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)

Den

mar

k

Nor

way

Finl

and

Net

herla

nds

Uni

ted

Sta

tes

Sw

eden

Aus

tralia

Eng

land

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nd (U

K)

Can

ada

Est

onia

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rage

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man

y

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ch R

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ders

(Bel

gium

)

Kor

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tria

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vak

Rep

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Japa

n

Pol

and

Rus

sian

Fed

erat

ion

0

10

20

30

40

50

60

70

80

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.

Internationalisation continues

61

OECD countries attract 73% of all foreign and international students

Distribution of foreign and international students in tertiary education, by country of destination (2013)

Russian Federation 3%

Canada 3%

China 2%

Italy 2%

Saudi Arabia 2%

Korea 1%Turkey 1%

Chart C4.3.

Students from Asia form the largest group of international students

Distribution of foreign and international students in tertiary education, by region of origin (2013)

Asia53%

Europe25%

Africa8%

Latin America and the Caribbean

5%

North America3%

Oceania1%

Not specified5%

Chart C4.4.

International student enrolments vary greatly across countries

International or foreign student enrolments as a percentage of total tertiary education

Luxe

mbourg

Austra

lia

United

King

dom

Switzerl

and

Austria

New Zea

land

Netherl

ands

Denmark

Belgium

France

Canad

a

Finlan

d

German

y

Icelan

d

Irelan

d

Sweden

Hunga

ry

Slovak

Rep

ublic

Portug

al

United

Stat

esLa

tvia

Norway

Japa

n

Estonia

Spain

Sloven

ia

Poland

Chile

Mexico

0

5

10

15

20

25

30

35

40

45

50

Total tertiary education OECD Average

OECD Average

Chart C4.1.

%

Gender dif-ferences

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)

Kor

eaC

anad

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an F

eder

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Nor

way

Luxe

mbo

urg

Irela

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rael

Aus

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Sw

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and

Latv

iaU

nite

d K

ingd

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tate

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ark

Est

onia

Slo

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ethe

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sFr

ance

Finl

and

Spa

inIc

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dO

EC

D a

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U21

ave

rage

Sw

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land

New

Zea

land

Gre

ece

Aus

tria

Por

tuga

lH

unga

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zech

Rep

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Sau

di A

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Col

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lyG

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any

Chi

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Cos

ta R

ica

Bra

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Indo

nesi

aS

outh

Afri

ca

0

10

20

30

40

50

60

70

80

Men Women%

Chart A10.1

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)

Sw

eden

Latv

iaN

orw

ayS

lova

k R

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zech

Rep

ublic

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ew Z

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Sau

di A

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ark

Can

ada

Bel

gium

Aus

tria

EU

21

aver

age

Finl

and

Italy

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eder

atio

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pain

Col

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EC

D a

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nite

d S

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ethe

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d K

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Mex

ico

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Ger

man

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witz

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ndTu

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Japa

n

0

10

20

30

40

50

60

70

80

Bachelor’s or equivalent Doctorate or equivalent

%

Chart A3.3.

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)U

nite

d S

tate

s

Hun

gary

Slo

veni

a

Ger

man

y

Net

herla

nds

Italy

Por

tuga

l

Aus

tria

Uni

ted

Kin

gdom

EU

21 a

vera

ge

Cze

ch R

epub

lic

Finl

and

Aus

tralia

Chi

le

OE

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ave

rage

Pol

and

Den

mar

k

Nor

way

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el

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Rep

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Can

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itzer

land

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in

New

Zea

land

Est

onia

Sw

eden

Kor

ea

-50 000

0

50 000

100 000

150 000

200 000

250 000

300 000

Men Women

Chart A7.3

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

Girls Boys%

Chart A10.2

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 D5.3La

tvia

Rus

sian

Fed

erat

ion

Est

onia

Icel

and

Isra

elS

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nia

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ance

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pan

Can

ada

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nd

0

10

20

30

40

50

60

70

80

90

100

Lower secondary education Pre-primary education Primary education Upper secondary education All Tertiary education%

www.oecd.org/edu Andreas.Schleicher@oecd.org

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