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.

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.

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.

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.

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 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.

Other statistics published alongside the statistical first release. These are not National Statistics, but complement the information in the main release. FE trends FE trends provides an overview of adult (19+) government-funded further education and all age apprenticeships in England. It looks to provide trends between 2008/09 and 2013/14 and to give an overview of FE provision, characteristics of learners and outcomes over time. International Comparisons Supplementary Tables The Organisation for Economic Co-operation and Development (OECD) produces an annual publication, Education at a Glance, providing a variety of comparisons between OECD countries. The table provided here contains a summary of the relative ranking in education attainment of the 25-64 year old population in OECD countries in 2012. The OECD statistics use the International Standard Classification of Education. Within this, “at least upper secondary education” is equivalent to holding qualifications at Level 2 or above in the UK, and “tertiary education” is equivalent to holding qualifications at Level 4 or above in the UK. STEM This research is the result of a Department for Business, Innovation and Skills (BIS) funded, sector led project to gather and analyse data to inform the contribution that further education makes to STEM in England. This project was led by The Royal Academy of Engineering, and governance of the project was specifically designed to ensure that those with an interest in STEM were actively engaged and involved in directing and prioritising outputs. The November 2012 report builds on the FE and Skills STEM Data report published in July 2011 (below). It provides further analysis and interpretation of the existing data in a highly graphical format. It uses the same classified list of S,T, E and M qualifications as the 2011 report compiled through an analysis of the Register of Regulated Qualifications and the Learning Aim Database, updated with the most recent completions and achievements data taken from the Individualised Learner Record and the National Pupil Database.

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.

More than half of the population in Canada between 55 and 64 years had attained a tertiary education as of 2022, making it the OECD country with the highest proportion of tertiary education graduates in that age group. Japan followed with about 48 percent, while in Israel the share was around 47 percent. By comparison, roughly 6.5 percent of Indian citizens between 55 and 64 years had a tertiary education in 2022.

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).

This paper seeks to understand the drivers of country-level multi-factor productivity (MFP) with a special emphasis on product and labour market policies and the quality of institutions. For a panel of OECD countries, we find that anticompetitive product market regulations reduce MFP levels and that higher innovation intensity and greater openness result in higher MFP. We also find that the impact of product market regulations on MFP may depend on the level of labour market regulations. Better institutions, a more business friendly environment and lower barriers to trade and investment amplify the positive impact of R&D spending on MFP. Finally, we also show that cross-country MFP variations can be explained to a considerable extent by cross-country variation in labour market regulations, barriers to trade and investment and institutions.

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.

Across all OECD countries included (except for Japan), there was a higher share of women than men among the new first-time higher education students in 2022. This reflects a general trend across developed countries that women tend to reach higher levels of education than that of men.

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 2022, nearly 53 percent of adults in South Korea aged between 25 and 64 years completed tertiary education, which was an increase compared to the previous year. Moreover, in the same year, around 70 percent of South Koreans aged between 25 and 34 years attained tertiary education, making it the highest percentage among all OECD countries.

In 2023, more women than men had a post-secondary education of three years or more in Sweden. In detail, 29 percent of the Swedish women and 19 percent of the Swedish men had attained that education level. On the other hand, a higher share of men than women had a form of upper secondary education. More than one fourth of men and one fifth of women had an upper secondary education of three years. Women’s access to education More women than men completing post-secondary education programs is not a trend limited to Sweden. Across all OECD countries in 2021, more women were first-time higher education students than men. A large portion of these women are entering into healthcare and education programs, while less than a quarter are entering into science, technology, engineering, and mathematics (STEM) programs. Issues facing Swedish women today While more Swedish women are accessing education and leading autonomous lives, they still face many gender-based issues. In 2022, domestic abuse, equal pay, and sexual violence were all cited as top gender issues for Swedish women. More Swedish women than men report feeling unsafe at night, and for both genders, concerns about crime are increasing.

As of 2022, in all OECD countries, the average earnings of women with income from employment were always lower than those of men, regardless of educational attainment. For instance, in Italy, the average earnings of women who graduated with tertiary education represented ** percent of men's average earnings.

Lithuania had the highest tuition fees of the OECD countries in 2022, charging an average of over ****** U.S. dollars per national student at the master's level. The United States followed behind with ****** U.S. dollars per student. The Nordic countries as well as Estonia had no tuition fees.

Of the ** OECD members displayed here, the United Kingdom was the country where the highest share of bachelor's students finished their degree within the theoretical duration of their program. There, nearly ** percent graduated within the estimated time frame. On the other hand, only ** percent of the bachelor's students in Colombia finished within the theoretical time frame.