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.
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The average for 2022 based on 119 countries was 55.47 percent. The highest value was in Greece: 166.67 percent and the lowest value was in Tanzania: 5.43 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.
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Global Tertiary Education Level Attainment by Country, 2023 Discover more data with ReportLinker!
In 2023, Macao had a tertiary education enrollment rate of close to ****** percent. In contrast, Pakistan's enrollment rate for tertiary education stood at *****percent that year.
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Global Adult Population at Tertiary Education Level by Country, 2023 Discover more data with ReportLinker!
As of 2023, based on data dating back to 2021, Angola was the country worldwide where the lowest share of the population had a higher education of a bachelor's degree or higher. A high number of the countries on the list were located in Sub-Saharan Africa. On the other hand, Montenegro was the country where the highest share of the population had completed a bachelor's degree or more.
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Global Male Tertiary Education Level Attainment by Country, 2023 Discover more data with ReportLinker!
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.
Montenegro was the country where the highest cumulative share of the population above 25 years had completed at least a bachelor's degree. 61.1 percent of the population in the country had some form of higher education as of 2022. The United Arab Emirates followed behind with 51.1 percent.
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In 2019, Female Tertiary Education Level Attainment in Japan was up 2points compared to the previous year.
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Slovenia Tertiary Education Level Employment Rate jumped by 1.6points in 2019, compared to a year earlier.
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.
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South Korea grew 2points of Adult Population at Tertiary Education Level in 2019, compared to a year earlier.
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This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education.
For a general technical description of the UOE Data Collection see UNESCO OECD Eurostat (UOE) joint data collection – methodology - Statistics Explained (europa.eu).
The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:
The following topics are covered:
Data on enrolments in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:
Additionally, the following types of indicators on enrolments are calculated (all indicators using population data use Eurostat’s population database (demo_pjan)):
Data on entrants in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:
Additionally the following indicator on entrants is calculated:
Data on learning mobility is available for degree mobile students, degree mobile graduates and credit mobile graduates. Degree mobility means that students/graduates are/were enrolled as regular students in any semester/term of a programme taught in the country of destination with the intention of graduating from it in the country of destination. Credit mobility is defined as temporary tertiary education or/and study-related traineeship abroad within the framework of enrolment in a tertiary education programme at a "home institution" (usually) for the purpose of gaining academic credit (i.e. credit that will be recognised in that home institution). Further definitions are in Section 2.8 of the UOE manual.
Degree mobile students are referred to as just ‘mobile students’ in UOE learning mobility tables. Data is disseminated for degree mobile students and degree mobile graduates in absolute numbers with breakdowns available for the following dimensions:
Additionally the following types of indicators on degree mobile students and degree mobile graduates are calculated ((all indicators using population data use Eurostat’s population database (demo_pjan)):
For credit mobile graduates, data are disseminated in absolute numbers, with breakdowns available for the following dimensions:
Data on personnel in education are available for classroom teachers/academic staff, teacher aides and school-management personnel. Teachers are employed in a professional capacity to guide and direct the learning experiences of students, irrespective of their training, qualifications or delivery mechanism. Teacher aides support teachers in providing instruction to students. Academic staff are personnel employed at the tertiary level of education whose primary assignment is instruction and/or research. School management personnel covers professional personnel who are responsible for school management/administration (ISCED 0-4) or whose primary or major responsibility is the management of the institution, or a recognised department or subdivision of the institution (tertiary levels). Full definitions of these statistical units are in Section 3.5 of the UOE manual.
Data are disseminated on teachers and academic staff in absolute numbers, with breakdowns available for the following dimensions:
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The average for 2022 based on 18 countries was 1.07 percent. The highest value was in the Seychelles: 1.52 percent and the lowest value was in Benin: 0.59 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.
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Albania Educational Attainment: At Least Competed Short-Cycle Tertiary: Population 25+ Years: Total: % Cumulative data was reported at 20.432 % in 2022. This records an increase from the previous number of 18.567 % for 2021. Albania Educational Attainment: At Least Competed Short-Cycle Tertiary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 13.754 % from Dec 2001 (Median) to 2022, with 14 observations. The data reached an all-time high of 20.432 % in 2022 and a record low of 7.430 % in 2001. Albania Educational Attainment: At Least Competed Short-Cycle Tertiary: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Albania – Table AL.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;
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Global Tertiary Education Level Employment Rate by Country, 2023 Discover more data with ReportLinker!
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The average for 2022 based on 7 countries was 66.9 percent. The highest value was in Argentina: 107.05 percent and the lowest value was in Suriname: 5.95 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.
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License information was derived automatically
This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education.
For a general technical description of the UOE Data Collection see UNESCO OECD Eurostat (UOE) joint data collection – methodology - Statistics Explained (europa.eu).
The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:
The following topics are covered:
Data on enrolments in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:
Additionally, the following types of indicators on enrolments are calculated (all indicators using population data use Eurostat’s population database (demo_pjan)):
Data on entrants in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:
Additionally the following indicator on entrants is calculated:
Data on learning mobility is available for degree mobile students, degree mobile graduates and credit mobile graduates. Degree mobility means that students/graduates are/were enrolled as regular students in any semester/term of a programme taught in the country of destination with the intention of graduating from it in the country of destination. Credit mobility is defined as temporary tertiary education or/and study-related traineeship abroad within the framework of enrolment in a tertiary education programme at a "home institution" (usually) for the purpose of gaining academic credit (i.e. credit that will be recognised in that home institution). Further definitions are in Section 2.8 of the UOE manual.
Degree mobile students are referred to as just ‘mobile students’ in UOE learning mobility tables. Data is disseminated for degree mobile students and degree mobile graduates in absolute numbers with breakdowns available for the following dimensions:
Additionally the following types of indicators on degree mobile students and degree mobile graduates are calculated ((all indicators using population data use Eurostat’s population database (demo_pjan)):
For credit mobile graduates, data are disseminated in absolute numbers, with breakdowns available for the following dimensions:
Data on personnel in education are available for classroom teachers/academic staff, teacher aides and school-management personnel. Teachers are employed in a professional capacity to guide and direct the learning experiences of students, irrespective of their training, qualifications or delivery mechanism. Teacher aides support teachers in providing instruction to students. Academic staff are personnel employed at the tertiary level of education whose primary assignment is instruction and/or research. School management personnel covers professional personnel who are responsible for school management/administration (ISCED 0-4) or whose primary or major responsibility is the management of the institution, or a recognised department or subdivision of the institution (tertiary levels). Full definitions of these statistical units are in Section 3.5 of the UOE manual.
Data are disseminated on teachers and academic staff in absolute numbers, with breakdowns available for the following dimensions:
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.