Out of the OECD countries, Luxembourg was the country that spent the most on educational institutions per full-time student in 2020. On average, 23,000 U.S dollars were spent on primary education, nearly 27,000 U.S dollars on secondary education, and around 53,000 U.S dollars on tertiary education. The United States followed behind, with Norway in third. Meanwhile, the lowest spending was in Mexico.

In 2021, Luxembourg was the OECD country that spent the highest amount on higher education per student, reaching roughly 35,000 U.S. dollars. This was even though it was the country that spent the lowest amount in terms of share of gross domestic product. The United States followed behind, with the United Kingdom in third. On the other hand, Mexico was the OECD country in which the lowest amount was spent per full-time student in higher education.

In 2021, Chile was the country that spent the highest share of its gross domestic product (GDP) on higher education, reaching 2.4 percent. Of this, 1.5 percent came from private sources. The United States followed behind with its total spending reaching 2.4 percent of its GDP. On the other hand, higher education spending in Saudi Arabia only amounted to 0.3 percent of its GDP. To find out more about the expenditure on higher education per student in selected countries worldwide, please click here.

This statistic shows the expenditure of different countries on primary school education per student in Purchasing Power Parity (PPP) U.S. dollars. In the USA, about 10.600 U.S. dollars is spent each year per primary school student.

China Consumption Expenditure per Capita: Education,Cultural and Recreation data was reported at 3,189.000 RMB in 2024. This records an increase from the previous number of 2,904.000 RMB for 2023. China Consumption Expenditure per Capita: Education,Cultural and Recreation data is updated yearly, averaging 1,136.200 RMB from Dec 1998 (Median) to 2024, with 27 observations. The data reached an all-time high of 3,189.000 RMB in 2024 and a record low of 194.700 RMB in 1998. China Consumption Expenditure per Capita: Education,Cultural and Recreation data remains active status in CEIC and is reported by National Bureau of Statistics. The data is categorized under China Premium Database’s Household Survey – Table CN.HD: Expenditure per Capita.

This statistic shows the expenditure of different countries on secondary school education per student in Purchasing Power Parity (PPP) constant 2010 U.S. dollars. In the USA, 11,700 U.S. dollars is spent each year per secondary school student.

Greece education spending for 2021 was 7.11%, a 0.43% decline from 2020.

<ul style='margin-top:20px;'>

<li>Greece education spending for 2020 was <strong>7.54%</strong>, a <strong>0.82% decline</strong> from 2019.</li>
<li>Greece education spending for 2019 was <strong>8.36%</strong>, a <strong>0.1% decline</strong> from 2018.</li>
<li>Greece education spending for 2018 was <strong>8.46%</strong>, a <strong>0.42% increase</strong> from 2017.</li>
</ul>General government expenditure on education (current, capital, and transfers) is expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.

Denmark DK: Government Expenditure per Student: Secondary: % of(GDP) Gross Domestic Productper Capita data was reported at 31.123 % in 2014. This records an increase from the previous number of 27.845 % for 2013. Denmark DK: Government Expenditure per Student: Secondary: % of(GDP) Gross Domestic Productper Capita data is updated yearly, averaging 33.530 % from Dec 1998 (Median) to 2014, with 17 observations. The data reached an all-time high of 37.265 % in 1999 and a record low of 27.845 % in 2013. Denmark DK: Government Expenditure per Student: Secondary: % of(GDP) Gross Domestic Productper Capita data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Denmark – Table DK.World Bank: Education Statistics. Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

This statistic shows a ranking of the estimated real per capita consumer spending on education in 2020 in the Middle East and North Africa (MENA), differentiated by country. Consumer spending here refers to the domestic demand of private households and non-profit institutions serving households (NPISHs) in the selected region. Spending by corporations or the state is not included. Consumer spending is the biggest component of the gross domestic product as computed on an expenditure basis in the context of national accounts. The other components in this approach are consumption expenditure of the state, gross domestic investment as well as the net exports of goods and services. Consumer spending is broken down according to the United Nations' Classification of Individual Consumption By Purpose (COICOP). The shown data adheres broadly to group 10. As not all countries and regions report data in a harmonized way, all data shown here has been processed by Statista to allow the greatest level of comparability possible. The underlying input data are usually household budget surveys conducted by government agencies that track spending of selected households over a given period.The data has been converted from local currencies to US$ using the average constant exchange rate of the base year 2017. The timelines therefore do not incorporate currency effects. The data is shown in real terms which means that monetary data is valued at constant prices of a given base year (in this case: 2017). To attain constant prices the nominal forecast has been deflated with the projected consumer price index for the respective category.The shown forecast is adjusted for the expected impact of the COVID-19 pandemic on the local economy. The impact has been estimated by considering both direct (e.g. because of restrictions on personal movement) and indirect (e.g. because of weakened purchasing power) effects. The impact assessment is subject to periodic review as more data becomes available.The shown data are an excerpt of Statista's Key Market Indicators (KMI). The KMI are a collection of primary and secondary indicators on the macro-economic, demographic and technological environment in more than 150 countries and regions worldwide. All input data are sourced from international institutions, national statistical offices, and trade associations. All data has been are processed to generate comparable datasets (see supplementary notes under details for more information).

United Kingdom UK: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data was reported at 25.349 % in 2015. This records an increase from the previous number of 22.287 % for 2014. United Kingdom UK: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data is updated yearly, averaging 19.767 % from Dec 1998 (Median) to 2015, with 17 observations. The data reached an all-time high of 25.349 % in 2015 and a record low of 12.345 % in 1999. United Kingdom UK: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Education Statistics. Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

Malaysia Government Expenditure per Student: Secondary: % of(GDP) Gross Domestic Productper Capita data was reported at 21.510 % in 2016. This records an increase from the previous number of 16.598 % for 1997. Malaysia Government Expenditure per Student: Secondary: % of(GDP) Gross Domestic Productper Capita data is updated yearly, averaging 19.054 % from Dec 1997 (Median) to 2016, with 2 observations. The data reached an all-time high of 21.510 % in 2016 and a record low of 16.598 % in 1997. Malaysia Government Expenditure per Student: Secondary: % of(GDP) Gross Domestic Productper Capita data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Malaysia – Table MY.World Bank: Education Statistics. Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

This statistic shows the expenditure of different countries on tertiary education per student in Purchasing Power Parity (PPP) constant 2010 U.S. dollars. In the United States, 26,400 U.S. dollars was spent per tertiary school student in 2010.

Hong Kong HK: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data was reported at 15.053 % in 2016. This records an increase from the previous number of 14.876 % for 2015. Hong Kong HK: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data is updated yearly, averaging 14.277 % from Dec 2001 (Median) to 2016, with 16 observations. The data reached an all-time high of 15.053 % in 2016 and a record low of 12.183 % in 2001. Hong Kong HK: Government Expenditure per Student: Primary: % of(GDP) Gross Domestic Productper Capita data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Hong Kong – Table HK.World Bank: Education Statistics. Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

In 2022, New York spent around 29,897 U.S. dollars per pupil on public elementary and secondary schools - the most out of any state. The District of Columbia, Vermont, New Jersey, and Massachusetts rounded out the top five states for elementary and secondary school expenditure per pupil.

The per capita consumer spending on education in Ghana was forecast to continuously increase between 2024 and 2029 by in total 48 U.S. dollars (+26.4 percent). After the fifth consecutive increasing year, the education-related per capita spending is estimated to reach 229.84 U.S. dollars and therefore a new peak in 2029. Consumer spending, in this case education-related spending per capita, refers to the domestic demand of private households and non-profit institutions serving households (NPISHs). Spending by corporations and the state is not included. The forecast has been adjusted for the expected impact of COVID-19.Consumer spending is the biggest component of the gross domestic product as computed on an expenditure basis in the context of national accounts. The other components in this approach are consumption expenditure of the state, gross domestic investment as well as the net exports of goods and services. Consumer spending is broken down according to the United Nations' Classification of Individual Consumption By Purpose (COICOP). The shown data adheres broadly to group tenth As not all countries and regions report data in a harmonized way, all data shown here has been processed by Statista to allow the greatest level of comparability possible. The underlying input data are usually household budget surveys conducted by government agencies that track spending of selected households over a given period.The data is shown in nominal terms which means that monetary data is valued at prices of the respective year and has not been adjusted for inflation. For future years the price level has been projected as well. The data has been converted from local currencies to US$ using the average exchange rate of the respective year. For forecast years, the exchange rate has been projected as well. The timelines therefore incorporate currency effects.Find more key insights for the per capita consumer spending on education in countries like Ivory Coast and Senegal.

This map shows the purchasing power per capita in Indonesia in 2022, in a multiscale map (Country, Province, County, District, and Subdistrict). Nationally, the purchasing power per capita is 36,387,408 Indonesian rupiah. Purchasing Power describes the disposable income (income without taxes and social security contributions, including received transfer payments) of a certain area's population. The figures are in Indonesian rupiah (IDR) per capita.The pop-up is configured to show the following information at each geography level:Purchasing power per capitaPurchasing power per capita indexCounts of population by education levelThe Purchasing Power Index compares the demand for a specific purchasing category in an area, with the national demand for that product or service. The index values at the national level are 100, representing average demand for the country. A value of more than 100 represents higher demand than the national average, and a value of less than 100 represents lower demand than the national average. For example, an index of 120 implies that demand in the area is 20 percent higher than the national average; an index of 80 implies that demand is 20 percent lower than the national average.The source of this data is Michael Bauer Research. The vintage of the data is 2022. This item was last updated in November, 2022 and is updated every 12-18 months as new annual figures are offered.Additional Esri Resources:Esri DemographicsThis item is for visualization purposes only and cannot be exported or used in analysis.We would love to hear from you. If you have any feedback regarding this item or Esri Demographics, please let us know.Permitted use of this data is covered in the DATA section of the Esri Master Agreement (E204CW) and these supplemental terms.

The biennial operation Expenditure and Financing of Public Education reports on the characteristics and activities of all public institutions of regulated education, such as types of existing schools, size, levels of education provided and others such as the territorial location of the centre and the sources of funding. This information, together with that provided by the Educational Statistics operation on students of the Basque Country, allows to obtain the macromagnitudes of the public education sector for incorporation into the Economic Accounts and the Input-Output Tables of the Basque Country.

In 2024, public spending on education in China reached 4.2 trillion yuan. Education expenditure increased continuously over recent years, but growth rates are considerably lower than ten years ago. Development of public spending on education Since the beginning of the reform era, the Chinese government attached great importance to the development of the educational sector. Besides structural reforms, public spending on education was increased considerably. However, the whole educational sector lagged far behind international standards in terms of quality as well as quantity. Public expenditure on education as a share of the national GDP, which is a common measure to compare educational systems, ranged at only around 2.5 percent in the mid-1990s. In 1993, the government announced the plan to increase educational spending to four percent of the GDP until 2000, but it took 12 more years to reach that target. However, considering that at the same time the GDP grew by double digits most of the years, the financial situation of the education sector improved greatly. This manifests itself in the substantially increased number of graduates and quality of degrees. Since achieving the four percent target in 2012, the growth of educational spending, which had reached more than 25 percent per year in the years before, was reduced to levels equaling the GDP growth. Compared to the public spending on education of developed countries, China is still at the lower range and did not reach the OECD average of around 4.8 percent of the GDP in 2018. Spending per student Even though educational spending in China improved a lot in the last decades, when calculated per student, expenditure is still far behind developed countries. While spending per student on a tertiary level of education in OECD countries averaged around 18,100 U.S. dollars in 2020, it reached only 40,700 yuan per student in China in 2023, which is less than one third. This fact sheds some light on the average quality level of the educational system in China on a general basis and reminds us that China is a huge and populous country. Of which, some elite schools in the big cities coexist with vast numbers of schools in the countryside operating on a completely different level of quality.

The data set comprises of 14 years panel data on municipal revenues and expenditure outcomes, primarily the quality and quantity of locally funded public education infrastructure. The resulting paper considers a program that invests in the tax capacity of Brazilian municipalities to assess whether better tax infrastructure has an effect on public service provision relative to grants. It compares how municipalities allocate increases in funds from the tax capacity program to increases in funds from tax and transfer revenues from the central government. The main measure of public expenditure outcomes considered is municipal education infrastructure. This data is available in the annual school census conducted by the Ministry of Education. Other expenditure outcomes that complement the results on education in the data are health infrastructure and corruption. Corruption data is obtained from the random audits for corruption in Brazil by an independent audit agency. The data on municipal health units comes from a census of health facilities conducted in 1999, 2002, 2005 and 2009.

CAGE will aim to build on initial success while offering some important innovations. The overarching theme will continue to be 'succeeding in the global economy' and the Centre will be organised into research themes each with an 'organizing question': Theme 1: What Explains Comparative Long-Run Growth Performance?; Theme 2: How do Culture and Institutions Help to Explain Development and Divergence in a Globalizing World?; Theme 3: How Can the Measurement of Wellbeing be Improved and What are the Implications for Policy?; Theme 4: What are the Implications of Globalization and Global Crises for Policymaking and for Economic and Political Outcomes in Western Democracies? During phase 1, research in Theme 1 made excellent progress in establishing a detailed quantitative picture of the dimensions of long-run economic growth over the last 800 years in Europe and Asia and the analysis will now be extended to cover Africa, and move from measuring real GDP per capita to accounting for the sources of growth in terms of factor inputs and their productivity. Research will also analyse the reasons for success and failure over the long-run at a more fundamental level with investigations covering pre-industrial to post-industrial times looking at the roles of geography, institutions, trade costs, and human capital and knowledge as well as economic policy. Some of this will be forward-looking considering reforms that may be need to sustain catch-up growth in the BRICs and in post-crisis Europe. Theme 2 will continue to examine the political economy of institutional change and to investigate other aspects of supply-side policy relevant to enterprise performance in developing countries. Research will now be expanded and slightly re-orientated to address the role of trust and, in particular, to consider how trust can be nurtured. This will enable further investigation into why reform programmes such as those based on Washington-Consensus principles have not worked well besides permitting insights into the roots of underdevelopment. Theme 3 will further develop the evidence base for its innovative approach to the analysis of poverty with a programme of field experiments and will continue to augment the evidence base on the determinants of wellbeing and the policy implications thereof. It will elaborate the ways in which poverty via cognitive impairment leads to unfortunate decision-making, to examining implications of adaptation to well-being shocks and to the role that cognitive biases and genetics play in wellbeing outcomes. Theme 4 will build on the work begun after the appointment of a Professor of Quantitative Political Science as a key investment to further the work of CAGE. This research has examined the implications of tax competition for capital mobility and viability of welfare state policies in OECD countries as globalization has intensified. The research highlights differing exposure to globalization threats. During phase 2, research on these issues will be deepened and extended using formal analysis and econometrics to investigate issues which are deeply political in that they involve contentious policy choices and are conditioned by political institutions. The topics to be studied include the implications of globalization and economic crises for voter preferences and for redistribution and welfare spending in different types of advanced economy, and much more detailed investigation of the dimensions of the responses available to co-ordinated and liberal market economies. In conclusion, the distinctive feature of CAGE is that it crosses divides within economics broadly defined and explores issues traditionally regarded as at the boundaries of economics. CAGE research and policy advice is sensitive to context and based on an empirical approach that does not arbitrarily impose the priors of neoclassical economics. Finally, CAGE is able...

Keywords; Search terms: historical time series; historical statistics; histat / HISTAT .

Abstract:

Data were collected on governmental financing of science in Germany. To enable interpreting governmental education expenditures groups were formed among others regarding department or aim of financing.

Time series of science statistics for the period of 1850 to 1975 has been published.

The main question of the study was: How was it possible, that Germany has become a ´worldcentre of science´ during the 19th century?

This Data Manual on Scientific Development (=„Datenhandbuch zur Wissenschaftsentwicklung“) is related to the study “Entwicklung der Wissenschaftspolitik in Deutschland” (=Development of science policy in Germany) ( see Pfetsch, F.R., 1974: “Zur Entwicklung der Wissenschaftspolitik in Deutschland“ (= On the development of science policy in Germany)1750 to 1914. Berlin: Duncker & Humblot, Study-No.: ZA8472). In this study, scientific statistical time series for the years 1850 to 1914 were published. Central issues for the study have been: How was it possible that Germany in the 19th century could develop into a world center of science and therefore became a model for many countries? How had Germany arranged it as an underdeveloped country at that time, to supersede the technological dominance of the most advanced industrial nation – Great Britain – and then later influenced on its part on the development of this country? State science policy is reflected in the spending on science and technology. The structure of official spending shows the preferential order of political decisions. For the period from 1850 to 1914 the government budgets of the largest federal states and for the German Empire has been checked through official expenditure on science. The term ‘expenditure on science’ means official expenditures on universities and non-university research institutes, as well as on other scientific undertakings, for example scientific expeditions. As total budget the ordinary and extraordinary administrative expenses of the federal states and of the German Empire were taken respectively. Thus for all states the net principle has been applied (i.e. all the state’s effective expenditures has been taken into account without balance sheet or income) and it has been calculated in current prices. Via the Data Manual, published in 1985, the historical statistical time series on expenses for science until the 70s in the 20th century are documented. For the first time information for a very long period (1850 to 1975) has been collected and processed by using a consistent methodology. The Data Manual presents an extract from the area of possible input-indicators on scientific development.

Topics:

Variables German ´Reich´ and its states - Gross National Product (GDP) in billion Mark/Reichsmark - Population in million - Total budget in billion Mark/Reichsmark - Public expenditure on sciences in billion Mark/Reichsmark - Public expenditure on sciences in Percent of the GDP - Public expenditure on sciences per capita in Mark/Reichsmark - Public expenditure on sciences in percent of the total budget

in addition concerning the states of the German Reich: - Cultural expenditure in million Mark/Reichsmark - Expenditure on science in percent of cultural expenditure

Federal Republic of Germany (FRG) and the federal states - Gross National Product (GDP) in billion DM - Population in million - Total budget in billion DM - Public expenditure on sciences in billion DM - Public expenditure on sciences in Percent of the GDP - Public expenditure on sciences per capita in DM - Public expenditure on sciences in percent of the total budget

in addition concerning the states of the Federal Republic of Germany: - Cultural expenditure in million DM - Expenditure on science in percent of cultural expenditure

Contents of the Excel-Tables (Topic: Education and Science)

Information: The study data are in two parts: Summary tables and a comprehensive, regionally deeply structured dataset. The data has been published in a data manual.

Both, the summary tabels and the long-term development of all collected science-relevant budget items on administrative unit level are archived at the Data-Archive under the study number ZA8051 and can be ordered using the “the general order form for archive data”.

Information on the data-version of the summary-tables:
Version 2.0.0:
Date of change: 28.10.2010. Completely reviesed: D; Completely new included subdivisions: A, C. Information on the contents of the subdivisions, please see the list below.

Content of the Excel-Tables (summary):

A. Übersichten: Ausgewählte Strukturtabellen (Angaben in Prozent)

A.01a Entwicklung der Staatsausgaben in % des Volkseinkommens und des Bruttosozialprodukts (1872-1975) A.02 Wissenschaftsausgaben nach institutioneller und Projektförderung (1870-1975) A.03a Gesamte Wissenschaftsausgaben nach Zielbereichen (1870-1975) A.03b...