Among the OECD countries, Canada had the highest proportion of adults with a tertiary education in 2022. About 63 percent of Canadians had achieved a tertiary education in that year. Japan followed with about 56 percent of the population having completed a tertiary education, while in Ireland the share was roughly 54 percent. In India, on the other hand, less than 13 percent of the adult population had completed a tertiary education in 2022.

As of 2022, 70 percent of the South Korean population between 25 and 34 had attained a tertiary education, making it the OECD country with the highest proportion of tertiary education graduates. Canada followed with more than two-thirds, while in Japan, the share was around 66 percent. By comparison, roughly 13 percent of South Africans between 25 and 34 had a tertiary education in 2022.

In 2022, Canada had the highest share of adults with a university degree, at over 60 percent of those between the ages of 25 and 64. India had the smallest share of people with a university degree, at 13 percent of the adult population. University around the world Deciding which university to attend can be a difficult decision for some and in today’s world, people are not left wanting for choice. There are thousands of universities around the world, with the highest number found in India and Indonesia. When picking which school to attend, some look to university rankings, where Harvard University in the United States consistently comes in on top. Moving on up One of the major perks of attending university is that it enables people to move up in the world. Getting a good education is generally seen as a giant step along the path to success and opens up doors for future employment. Future earnings potential can be determined by which university one attends, whether by the prestige of the university or the connections that have been made there. For instance, graduates from the Stanford Graduate School of Business can expect to earn around 250,000 U.S. dollars annually.

Educational attainment of the population aged 25 to 64, by age group and sex, Organisation for Economic Co-operation and Development (OECD), Canada, provinces and territories. This table is included in Section D: Postsecondary education: Educational attainment of the population aged 25 to 64 of the Pan Canadian Education Indicators Program (PCEIP). PCEIP draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, education finance and labour market outcomes. The program presents indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time. PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.

This dataset accompanies the tables ‘Household income and saving in the National Accounts: distributions by income quintile’ and ‘Household consumption in the National Accounts: distributions by income quintile’ and presents the number of individuals belonging to households in each quintile broken down by the highest level of education achieved.

   Households are grouped into income quintiles on the basis of their equivalised disposable income, ranked from lowest to highest, i.e., the first quintile represents the 20% households with the lowest equivalised disposable income and the fifth quintile the 20% households with the highest. Equivalisation means that results for each household have been recalculated on the basis of its consumption needs, in order to produce comparable results across households of different size and composition. <br><br>

   The education levels are derived on the basis of the International Standard Classification of Education (ISCED) which distinguishes the following categories: 0) less than primary education, 1) primary education, 2) lower secondary education, 3) upper secondary education, 4) post-secondary non-tertiary education, 5) short-cycle tertiary education, 6) bachelor’s or equivalent level, 7) master’s or equivalent level, 8) doctoral or equivalent level. <br><br>

   The default view of this table is for a single country (‘Reference area’ filter) and single year (‘Time period’ filter). In cases where countries appear to be greyed-out, data may be available for earlier years, and these can be selected by selecting a different start and end year in the ‘Time period’ filter. <br><br>

   For more information on the (compilation of) these results, please see the <a href="https://www.oecd.org/sdd/na/household-distributional-results-in-line-with-national-accounts-experimental-statistics.htm"> webpage on household distributional results </a>.

In 2021, Norway and Iceland allocated around two percent of their GDP to early childhood education programs. In contrast, Chile and the United States devoted the largest shares of GDP to tertiary education among all OECD members, spending 2.4 and 2.3 percent, respectively.

From 2019 to 2021, the annual education aid spending patterns varied considerably among OECD countries. In the United States, the majority of aid disbursed during this period, approximately *** billion U.S. dollars, was allocated to basic education. In contrast, EU member states such as Germany and France demonstrated a markedly different approach, directing most of their education aid toward post-secondary education.

From 2010 to 2022, the total annual education aid spending in OECD members generally increased over time, peaking in 2022 at **** billion U.S. dollars, up from **** billion U.S. dollars in 2010, representing a growth of around 41 percent. The share of aid being allocated to secondary education has been steadily increasing from ***percent in 2010 to ** percent in 2022, at the expense of basic education, which went from ** to ** percent. Tertiary education remained relatively constant at around ** percent.

JP: Total Employment data was reported at 68,559.262 Person th in 2023. This records an increase from the previous number of 68,312.000 Person th for 2022. JP: Total Employment data is updated yearly, averaging 65,610.000 Person th from Dec 1981 (Median) to 2023, with 43 observations. The data reached an all-time high of 68,615.000 Person th in 2019 and a record low of 59,408.666 Person th in 1981. JP: Total Employment data remains active status in CEIC and is reported by Organisation for Economic Co-operation and Development. The data is categorized under Global Database’s Japan – Table JP.OECD.MSTI: Population, Labour Force and Employment: OECD Member: Annual.

For Japan, in 2008, 2013 and 2018, the FTE coefficients for researchers in the higher education sector were revised, producing an increase in 2013 and 2018, and a decrease in 2008, in both R&D expenditure and personnel for this sector and the national total.

Beginning with the 2002/2003 survey (OECD data 2002), the coefficients supplied by the Ministry of Education, Culture, Sports, Science and Technology were applied to doctoral level students as well as teachers when calculating FTE for the HE sector, resulting in a break in series in that year.

Before 1996, Higher Education expenditure and personnel data in FTE are OECD estimates derived from official headcount-based data.

GBARD data represent the budget for S&T. Local government budgets are included in total GBARD figures from 2017 and broken down by socio-economic objective from 2022. Since 2016, the aggregation method of S&T budgets has changed. From 2011 onwards, GBARD for the “Education and Society” socio-economic objective include a more accurate measure of the budget of the National Institute for Cultural Heritage. Military procurement contracts are excluded from defence GBARD. Before 2010, GUF excludes SSH.

The joint UNESCO-OECD-Eurostat (UOE) data collection on formal education systems provides annual data on student participation and completion of educational programmes as well as data on personnel, cost and type of resources devoted to education. The reference period for non-monetary education data is the school year and for monetary data it is the calendar year. The International Statistics of Education and Training Systems ÔÇô UNESCO-UIS/OECD/Eurostat (UOE) Questionnaire aims to provide the data required by international bodies, in addition to offering results at the national level. It is a synthesis and analysis operation that appears in the National Statistical Plan 2021-2024 (Prog. 8677) and is carried out by the S.G. of Statistics and Studies of the Ministry of Education and Vocational Training in collaboration with the Ministry of Universities and the National Institute of Statistics. Its purpose is to integrate the statistical information of the activity of the educational-training system in its different levels of education in order to meet the demands of international statistics, of the same name, requested by Eurostat, OECD and UNESCO-UIS. A selection of tables with data derived from this statistic is provided below, together with a presentation summary note:

Sweden SE: Higher Education Total R&D Personnel: Full-Time Equivalent data was reported at 20,982.000 FTE in 2022. This records an increase from the previous number of 20,192.315 FTE for 2021. Sweden SE: Higher Education Total R&D Personnel: Full-Time Equivalent data is updated yearly, averaging 19,453.000 FTE from Dec 1981 (Median) to 2022, with 31 observations. The data reached an all-time high of 22,410.000 FTE in 2014 and a record low of 11,500.000 FTE in 1981. Sweden SE: Higher Education Total R&D Personnel: Full-Time Equivalent data remains active status in CEIC and is reported by Organisation for Economic Co-operation and Development. The data is categorized under Global Database’s Sweden – Table SE.OECD.MSTI: Number of Researchers and Personnel on Research and Development: OECD Member: Annual.

In Sweden, funds from the ALF agreement (agreement between central government and seven regions on physician education and clinical research) are reported as GOVERD expenditure from 2019, whereas they were previously reported as HERD. The organisation of the police force was changed in 2015 and this has altered the coverage of the R&D personnel figures (in the government sector) received through survey responses. Part of personnel data were reallocated from the category ”technicians” to the category “researchers” in 2013. In 2011 and 2009, the PNP sector decreased due to a new sampling method. In 2011, for personnel data, the institutional coverage of the Government sector was improved.

Beginning 2007, researchers in the Business enterprise, Government and PNP sectors are now surveyed by occupation; prior to that year, data correspond to university graduates instead of researchers.

Until 2005, R&D data for Sweden were underestimated: R&D in the Government sector covered central government units only and companies between 10-49 employees were excluded from the coverage. Moreover, prior to 1993 the surveys in the Business Enterprise, Government and Private Non-Profit sectors excluded R&D in the SSH. Also beginning 2005, FTE on R&D in the Higher education sector reflects a change in survey method. Concerning the Government sector, beginning 2005, the data exclude R&D personnel from the County councils, resulting in the personnel data being underestimated.

From 1997, funding from the Public Research Foundations, previously classified in the PNP sector, is considered as funding from the government sector, due to their re-classification.

In 1995, some institutions from the PNP sector were reclassified to the Business Enterprise or Government sectors; in the Higher Education sector, capital expenditures are excluded.

Starting in 2023, a new method for compiling GBARD based entirely on administrative data and R&D survey coefficients has been implemented, resulting in a time series break and an estimated increase of total GBARD by approximately 1.46 billion SEK. From 1998, GBARD series refer to the calendar year (January-December) instead of the period July-June which had been used until 1994. Budget allocations for 1995 and 1996 are estimates based on the period July 1995-December 1996. Also from 1998, funding by Public Research Foundations is excluded from the GBARD data.

In all OECD member countries, people with a tertiary education earned more than those with an upper secondary education. In detail, the gap was highest in the Latin American countries, with earnings reaching as much as *** percent of those with an upper secondary education in 2021, underlining the high level of income inequality in these countries. On the other hand, the gap was smallest in the Scandinavian countries and Australia and New Zealand, reaching *** percent in Sweden.

Finland FI: Higher Education Sector: Number of Researchers: Total data was reported at 25,392.000 Person in 2021. This records an increase from the previous number of 24,371.000 Person for 2020. Finland FI: Higher Education Sector: Number of Researchers: Total data is updated yearly, averaging 22,339.000 Person from Dec 2004 (Median) to 2021, with 18 observations. The data reached an all-time high of 25,392.000 Person in 2021 and a record low of 18,181.000 Person in 2004. Finland FI: Higher Education Sector: Number of Researchers: Total data remains active status in CEIC and is reported by Organisation for Economic Co-operation and Development. The data is categorized under Global Database’s Finland – Table FI.OECD.MSTI: Number of Researchers and Personnel on Research and Development: OECD Member: Annual.

In Finland: a new methodology for calculating the time spent on R&D by personnel in the Higher Education sector was implemented in 2011. As a consequence, R&D personnel (measured in FTE) in the Higher Education sector decreased.

From 2004, R&D personnel data are available according to occupation. Previous breakdown was by formal qualification.

From 1998 to 2004, due to a greater number of responses to the BE survey on the group level, the questionnaire category funds from other foreign enterprises of the group was merged with business enterprise funds (own funds) thus reducing the share of funds coming from the rest of the world.

From 1997, the Higher Education sector includes central university hospitals.

From 1997 and the implementation of ISCED 97, “Researchers” also includes holders of engineering degrees and graduates of vocational polytechnics, degrees which are now classified in First Stage Tertiary Education (ISCED 5A).

In 1991, the method for measuring R&D expenditures in the Government and the Higher Education sectors changed. Since 1994, PNP institutions are included in the Government sector in non-survey years.

Data on GBARD have been revised back to 1991 because of changes in R&D coefficients for certain research institutes. In 1991, there was an upward adjustment in the total due to the inclusion of pension costs. From 1995, funds received by the State research institutes from external sources are excluded from Government allocations. As of 1997, the data covers allocations for central university hospitals.

The joint UNESCO-OECD-Eurostat (UOE) data collection on formal education systems provides annual data on student participation and completion of educational programmes as well as data on personnel, cost and type of resources devoted to education. The reference period for non-monetary education data is the school year and for monetary data it is the calendar year. The International Statistics of Education and Training Systems ÔÇô UNESCO-UIS/OECD/Eurostat (UOE) Questionnaire aims to provide the data required by international bodies, in addition to offering results at the national level. It is a synthesis and analysis operation that appears in the National Statistical Plan 2021-2024 (Prog. 8677) and is carried out by the S.G. of Statistics and Studies of the Ministry of Education and Vocational Training in collaboration with the Ministry of Universities and the National Institute of Statistics. Its purpose is to integrate the statistical information of the activity of the educational-training system in its different levels of education in order to meet the demands of international statistics, of the same name, requested by Eurostat, OECD and UNESCO-UIS. A selection of tables with data derived from this statistic is provided below, together with a presentation summary note:

The joint UNESCO-OECD-Eurostat (UOE) data collection on formal education systems provides annual data on student participation and completion of educational programmes as well as data on personnel, cost and type of resources devoted to education. The reference period for non-monetary education data is the school year and for monetary data it is the calendar year. The International Statistics of Education and Training Systems ÔÇô UNESCO-UIS/OECD/Eurostat (UOE) Questionnaire aims to provide the data required by international bodies, in addition to offering results at the national level. It is a synthesis and analysis operation that appears in the National Statistical Plan 2021-2024 (Prog. 8677) and is carried out by the S.G. of Statistics and Studies of the Ministry of Education and Vocational Training in collaboration with the Ministry of Universities and the National Institute of Statistics. Its purpose is to integrate the statistical information of the activity of the educational-training system in its different levels of education in order to meet the demands of international statistics, of the same name, requested by Eurostat, OECD and UNESCO-UIS. A selection of tables with data derived from this statistic is provided below, together with a presentation summary note:

Finland FI: Higher Education Sector: Number of Researchers: Female data was reported at 12,691.000 Person in 2021. This records an increase from the previous number of 12,217.000 Person for 2020. Finland FI: Higher Education Sector: Number of Researchers: Female data is updated yearly, averaging 10,592.000 Person from Dec 2004 (Median) to 2021, with 18 observations. The data reached an all-time high of 12,691.000 Person in 2021 and a record low of 7,794.000 Person in 2004. Finland FI: Higher Education Sector: Number of Researchers: Female data remains active status in CEIC and is reported by Organisation for Economic Co-operation and Development. The data is categorized under Global Database’s Finland – Table FI.OECD.MSTI: Number of Researchers and Personnel on Research and Development: OECD Member: Annual.

In Finland: a new methodology for calculating the time spent on R&D by personnel in the Higher Education sector was implemented in 2011. As a consequence, R&D personnel (measured in FTE) in the Higher Education sector decreased.

From 2004, R&D personnel data are available according to occupation. Previous breakdown was by formal qualification.

From 1998 to 2004, due to a greater number of responses to the BE survey on the group level, the questionnaire category funds from other foreign enterprises of the group was merged with business enterprise funds (own funds) thus reducing the share of funds coming from the rest of the world.

From 1997, the Higher Education sector includes central university hospitals.

From 1997 and the implementation of ISCED 97, “Researchers” also includes holders of engineering degrees and graduates of vocational polytechnics, degrees which are now classified in First Stage Tertiary Education (ISCED 5A).

In 1991, the method for measuring R&D expenditures in the Government and the Higher Education sectors changed. Since 1994, PNP institutions are included in the Government sector in non-survey years.

Data on GBARD have been revised back to 1991 because of changes in R&D coefficients for certain research institutes. In 1991, there was an upward adjustment in the total due to the inclusion of pension costs. From 1995, funds received by the State research institutes from external sources are excluded from Government allocations. As of 1997, the data covers allocations for central university hospitals.

Finland FI: Higher Education Total R&D Personnel: Full-Time Equivalent data was reported at 18,087.000 FTE in 2022. This records an increase from the previous number of 16,970.000 FTE for 2021. Finland FI: Higher Education Total R&D Personnel: Full-Time Equivalent data is updated yearly, averaging 15,846.600 FTE from Dec 1981 (Median) to 2022, with 35 observations. The data reached an all-time high of 18,087.000 FTE in 2022 and a record low of 4,950.000 FTE in 1981. Finland FI: Higher Education Total R&D Personnel: Full-Time Equivalent data remains active status in CEIC and is reported by Organisation for Economic Co-operation and Development. The data is categorized under Global Database’s Finland – Table FI.OECD.MSTI: Number of Researchers and Personnel on Research and Development: OECD Member: Annual.

In Finland: a new methodology for calculating the time spent on R&D by personnel in the Higher Education sector was implemented in 2011. As a consequence, R&D personnel (measured in FTE) in the Higher Education sector decreased.

From 2004, R&D personnel data are available according to occupation. Previous breakdown was by formal qualification.

From 1998 to 2004, due to a greater number of responses to the BE survey on the group level, the questionnaire category funds from other foreign enterprises of the group was merged with business enterprise funds (own funds) thus reducing the share of funds coming from the rest of the world.

From 1997, the Higher Education sector includes central university hospitals.

From 1997 and the implementation of ISCED 97, “Researchers” also includes holders of engineering degrees and graduates of vocational polytechnics, degrees which are now classified in First Stage Tertiary Education (ISCED 5A).

In 1991, the method for measuring R&D expenditures in the Government and the Higher Education sectors changed. Since 1994, PNP institutions are included in the Government sector in non-survey years.

Data on GBARD have been revised back to 1991 because of changes in R&D coefficients for certain research institutes. In 1991, there was an upward adjustment in the total due to the inclusion of pension costs. From 1995, funds received by the State research institutes from external sources are excluded from Government allocations. As of 1997, the data covers allocations for central university hospitals.

Higher Education Statistics for the UK serves as a quick reference guide to high-level data on all aspects of higher education in the UK.

Higher Education Statistics for the UK includes data collected by HESA (published since 2015/16 as open data) with additional data from the OECD and SLC which is published under copyright. Prior to 2016/17, Higher Education Statistics for the UK was a National Statistics product.

The QoG Institute is an independent research institute within the Department of Political Science at the University of Gothenburg. The main objective of our research is to address the theoretical and empirical problem of how political institutions of high quality can be created and maintained.

To achieve said goal, the QoG Institute makes comparative data on QoG and its correlates publicly available. To accomplish this, we have compiled several datasets that draw on a number of freely available data sources, including aggregated individual-level data.

The QoG OECD Datasets focus exclusively on OECD member countries. They have a high data coverage in terms of geography and time. In the QoG OECD TS dataset, data from 1946 to 2021 is included and the unit of analysis is country-year (e.g., Sweden-1946, Sweden-1947, etc.).

In the QoG OECD Cross-Section dataset, data from and around 2018 is included. Data from 2018 is prioritized, however, if no data are available for a country for 2018, data for 2019 is included. If no data for 2019 exists, data for 2017 is included, and so on up to a maximum of +/- 3 years. In the QoG OECD Time-Series dataset, data from 1946 to 2021 are included and the unit of analysis is country-year (e.g. Sweden-1946, Sweden-1947 and so on).

The QoG OECD Datasets focus exclusively on OECD member countries. They have a high data coverage in terms of geography and time. In the QoG OECD Time-Series dataset, data from 1946 to 2021 are included and the unit of analysis is country-year (e.g. Sweden-1946, Sweden-1947 and so on).

Survey and interview data from a study on the views and experiences of early career researchers (postdoctoral researchers) around the support from research organisations, funding bodies and career services and how this offer might be improved in the future. This applied to those employed inside and outside of academia. The data result from an online survey of early career social scientists (N=1048), interviews with a subset of the respondents (N=35) and with experts (N=9). The findings informed the strategy for careers advice and support provided by the Economic and Social Research Council through Doctoral Training Partnerships and Centres for Doctoral Training and the creation of new funding strands for early career researchers. The last two generations have seen a remarkable world-wide transformation of higher education (HE) into a core social sector with continually expanding local and global reach. Most nations are moving towards, or have already become, 'high participation' HE systems in which the majority of people will be educated to tertiary level. In the UK HE is at the same time a pillar of science and the innovation system, a primary driver of productivity at work, a major employer and a mainstay of cities and regions, and a national export industry where 300,000 non-EU students generated over 7 billion in export-related earnings for the UK in 2012-13. In 2012, 60 per cent of UK school leavers were expected to graduate from tertiary education over the lifetime, 45 per cent at bachelor degree level, compared to OECD means of 53/39 per cent. Higher education and the scientific research associated with universities have never been more important to UK society and government. HE is large and inclusive with a key role in mediating the future. Yet it is poorly understood. Practice has moved ahead of social science. There has been no integrated research centre dedicated to this important part of the UK. The Centre for Engaged Global Higher Education (CEGHE), which has been funded initially for five years by the Economic and Social Research Council (ESRC), now fills that gap. On behalf of the ESRC CEGHE conducts and disseminates research on all aspects of higher education (HE), in order to enhance student learning and the contributions of Higher Education Institutions (HEIs) to their communities; develop the economic, social and global engagement of and impacts of UK HE; and provide data resources and advice for government and stakeholder organisations in HE in the four nations of the UK and worldwide. CEGHE is organised in three closely integrated research programmes that are focused respectively on global, national-system and local aspects of HE. CEGHE's team of researchers work on roblems and issues with broad application to the improvement of HE; develop new theories about and ways of researching HE and its social and economic contributions; and respond also to new issues as they arise, within the framework of its research programmes. An important part of CEGHE's work is the preparation and provision of data, briefings and advice to national and international policy makers, for HEIs themselves, and for UK organisations committed to fostering HE and its engagement with UK communities and stakeholders. CEGHE's seminars and conferences are open to the public and it is dedicated to disseminating its research findings on a broad basis through published papers, media articles and its website and social media platform. CEGHE is led by Professor Simon Marginson, one of the world's leading researchers on higher education matters with a special expertise in global and international aspects of the sector. It works with partner research universities in Sheffield, Lancaster, Ireland, Australia, South Africa, Netherlands, China, Hong Kong SAR, Japan and USA. Among the issues currently the subject of CEGHE research projects are inquiries into ways and means of measuring and enhancing HE's contribution to the public good, university-industry collaboration in research, the design of an optimal system of tuition loans, a survey of the effects of tuition debt on the life choices of graduates such as investment in housing and family formation, the effects of widening participation on social opportunities in HE especially for under-represented social groups, trends and developments in HE in Europe and East Asia and the implications for UK HE, the emergence of new HE providers in the private and FE sectors, the future academic workforce in the UK and the skills that will be needed, student learning and knowledge in science and engineering, and developments in online HE. Online survey of self-selecting early-career social scientists. Interviews of a sub-sample of respondents to the survey. Interviews with a selection of experts in relation to early career social scientists. detailed methods information is described in the attached report.