The OECD Social Expenditure Database (SOCX) has been developed in order to serve a growing need for indicators of social policy. It includes reliable and internationally comparable statistics on public and mandatory and voluntary private social expenditure at programme level. SOCX provides a unique tool for monitoring trends in aggregate social expenditure and analysing changes in its composition. It covers 38 OECD countries for the period 1980-2019/21 and estimates for aggregates for 2020-22. A Social Expenditure Update can be found under www.oecd.org/social/expenditure.htm. The main social policy areas are as follows: Old age, Survivors, Incapacity-related benefits, Health, Family, Active labor market programmes, Unemployment, Housing, and Other social policy areas. This version also includes estimates of net total social spending for 2019 for 38 OECD countries. SOCX aggregated data as well as sources and methodology are described in The OECD SOCX Manual – 2019 edition- A guide to the OECD Social Expenditure Database.

The Social Benefit and Recipients Database by the Organisation for Economic Co-operation and Development (OECD) is the first database that presents comparable information on the number of cash benefit receivers in most OECD and EU countries. The database includes data from the main income replacement schemes in four branches: unemployment, social assistance, disability and old age. Data is available for the years 2007-2018

SCA32 - Scores of Children aged 15 years based on OECD-PISA Reading, Mathematics and Science Literary Scales. Published by Central Statistics Office. Available under the license Creative Commons Attribution 4.0 (CC-BY-4.0).Scores of Children aged 15 years based on OECD-PISA Reading, Mathematics and Science Literary Scales...

This table gives an overview of expenditure on regular education within the Netherlands.

The government finances schools, colleges and universities. It pays for research which is done by universities on its behalf. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances as well as subsidies to companies and non-profit organisations. The government reclaims unjustified payments for student grants and loans and allowances for school costs. It also receives interest and repayments on student loans as well as EU subsidies for education.

Parents and/or students have to pay tuition fees for schools, colleges and universities, parent contributions and contributions for school activities. They also have to purchase books and materials, pay for transport from home to school and back for students who are not eligible for subsidised transport, pay for private tutoring, pay interest and repayments on student loans, and repay wrongfully received student grants, loans and allowances for school costs. Parents and/or students receive child care allowances, provisions for students with a disability and an allowance for school costs as well as student grants and loans and scholarships of companies.

Companies and non-profit organisations incur costs for supervising trainees and apprentices who combine learning with work experience. They also contribute to the cost of work related education of their employees and spend money on research that is outsourced to colleges for higher professional education and universities. Furthermore they contribute to the childcare allowances given to households and provide scholarships to students. Companies receive subsidies and tax benefits for the creation of apprenticeship places and trainee placements and for providing transport for pupils.

Organisations abroad contract universities in the Netherlands to undertake research for them. The European Union provides funds and subsidies for education to schools, colleges and universities as well as to the Dutch government. Foreign governments contribute to international schools in the Netherlands that operate under their nationality.

The table also contains various indicators used nationally and internationally to compare expenditure on education and place it in a broader context. The indicators are compounded on the basis of definitions of Statistics Netherlands and/or the OECD (Organisation for Economic Cooperation and Development). All figures presented have been calculated according to the standardised definitions of the OECD.

In this table tertiary education includes research and development, except for the indicator Expenditure on education institutions per student, excluding R&D.

The statistic on Education spending is compiled on a cash basis. This means that the education expenditure and revenues are allocated to the year in which they are paid out or received. However, the activity or transaction associated with the payment or receipt can take place in a different year.

Statistics Netherlands published the revised National Accounts in June 2024. Among other things, GDP and total government expenditures have been adjusted upwards as a result of the revision.

Data available from: 1995

Status of the figures: The figures from 1995 to 2022 are final. The 2023 figures are provisional.

Changes as of 31 December 2024: The final figures of 2021 and 2022 and the provisional figures of 2023 have been added. As a result of the revision of the National Accounts, among other things, GDP and total government expenditures have been adjusted upwards. The indicators in this table that are expressed as a percentage of GDP and total government expenditure have been updated for the entire time series from 1995 on the basis of the revised figures.

When will new figures be published? The final figures for 2023 and the provisional figures for 2024 will be published in December 2025. More information on the revision policy of National Accounts can be found under 'relevant articles' under paragraph 3.

This table contains data on the perceived state of health and on contacts with providers of medical care of the Dutch population from 0 years on in private households. These data can be grouped by several personal characteristics. For several topics a different age demarcation applies. The age boundaries are listed at the relevant topics. Data available from: 2014 Status of the data: final. Changes by April 3, 2025: Data about 2024 were added. The table has been expanded with a number of new variables. In addition to the percentage of people with (very) good perceived health, the percentage of people who answer fair and (very) bad to the question about perceived health is now also shown. The percentage of people who answer fair and (very) bad to the question about perceived oral health has also been added for perceived oral health. In addition, information about oral complaints (toothache and bleeding gums) has been added for people aged 12 years or older. Information about functional complaints has been added for people aged 65 years or older (chewing food and swallowing food). Information about brushing teeth/molars and information about flossing, using a toothpick, and brushing for people aged 1 year or older has been added. Finally, a variable "Contact dentist and/or dental hygienist" has been added and 'Contact dental hygienist' is now shown for the entire population and no longer for people aged 12 years or older. Figures on the average number of ‘OECD disabilities per person in the population’ and on the average number of ‘OECD disabilities per person with at least 1 disability’ for education level, income and wealth in 2014 were corrected. Changes by November 12, 2024: The subject folder 'Mental Health Inventory (MHI-5), 12 plus' was added. There are two topics within this folder. Firstly, the new topic 'feelings of anxiety or depression, 4 wks'. Secondly, the topic 'psychological distress, past 4 weeks'. The latter topic could previously be found in this table under the name 'psychological distress (MHI-5

This indicator presents the housing outcomes among people with disabilities. It focuses on the adult population with disabilities living outside institutions, drawing on data from the European Union Survey of Income and Living Conditions (EU-SILC) for European Union countries and on national population census and dedicated disability surveys for countries outside the European Union. These data are complemented by country responses to the 2021 OECD Questionnaire on Affordable and Social Housing (QuASH), as well as other country studies, as available.

The Elementary-Secondary Education Statistics Project (ESESP) is a national pilot survey that enables Statistics Canada to provide information on enrolments, graduates, educators and finance of Canadian elementary-secondary public educational institutions. This information is used mainly to meet policy and planning needs in the field of elementary-secondary education. ESESP annually collects aggregate data from each jurisdiction. Specifically, the information on enrolments pertains to the following four programs: regular, minority and second languages, Aboriginal language and special needs education. The information on regular programs is collected by type of programs (regular, upgrading and professional), education sector (youth or adult), grade and sex. The one on minority and second language programs is collected by type program (immersion, as language of instruction, as a subject taught) and by grade. Information on Aboriginal language programs is requested by type of Aboriginal language (immersion, as language of instruction, as a subject taught) and by grade. Finally, data on special needs education are collected by type of disability (sensory, physical and intellectual disabilities -- low incidence disabilities, learning disabilities and behavioural disabilities -- high incidence disabilities, to compensate for the socio-economic status (SES) or other disadvantages), type of class (regular, special) and by sex. The survey also collects data on secondary school graduates by type of program (regular, upgrading and professional), sector (youth and adult), age and sex. Graduation counts rates can be produced from this data. Information pertaining to full-time and part-time educators by age group and sex is also collected. Finally, ESESP also gathers expenditures data pertaining to level of government (school board and other government) and type of expenditures. This data is collected to determine how much is spent in relative detail by school boards and by provincial/territorial total. It also collects expenditures on special needs education programs. The information on elementary-secondary education statistics is used by provincial and territorial departments or ministries of education, national and provincial teachers' and students' associations, school boards, journalists and researchers, as well as international bodies such as OECD and UNESCO. ESESP was first introduced by Statistics Canada in 2003. The goal of this pilot project is to replace the following surveys as the official collection tools for elementary-secondary enrolments, graduates, educators and finance data: Elementary-Secondary School Enrolment Survey (ESSE -- Survey #3128), Minority and Second Language Education -- Elementary and Secondary Levels Survey (Survey #3129), Secondary School Graduates Survey (SSGS -- Survey #5082), Elementary-Secondary Education Staff Survey (ESESS -- Survey #3127) The ESESP has been replaced by the Elementary-Secondary Education Survey (ESES).