This document provides a summary of key findings from the OECD's 2022 report "Education at a Glance". It finds that while school closures due to COVID-19 were rare in 2021/22, assessing the pandemic's impact was a priority. Most countries implemented various recovery measures and digital tools use increased. It also examines trends in tertiary education like increasing attainment rates, employment and wage benefits of degrees, and differences in completion rates and fields of study by gender. Spending on tertiary education varies more between countries than other levels.

1. Education at a Glance 2022
Global Analysis
Andreas Schleicher

2. COVID-19: From crisis management to
recovery
Education at a Glance 2022

3. School closures were rare in the school year 2021/22
School closures due to COVID-19 (2020, 2021 and the first quarter of 2022)
Figure 1.
0
50
100
150
200
250
300
Chile
Latvia
Poland
Brazil
Costa
Rica
Colombia
Israel
Türkiye
Lithuania
Slovak
Republic
Slovenia
Portugal
Estonia
Germany
Austria
Italy
Korea
Netherlands
Spain
France
Finland
Norway
Luxembourg
Switzerland
Iceland
Sweden
England
(UK)
French
Comm.
(Belgium)
Number of days
School year 2019/20 (or 2020) School year 2020/21 (or 2021) School year 2021/22 (or 2022)

4. Assessing the impact of the pandemic was a priority
Share of countries undertaking studies to evaluate the effects of the pandemic (2021 and 2022)
Figure 3.
0 20 40 60 80 100
Impact of COVID-19 on non-cognitive skills
Impact of COVID-19 on the relations between parents and
students…
Impact of school closures on learning outcomes
(standardised national assessment)
Effectiveness of distance-learning strategies during school
closures
Impact of COVID-19 on mental health and well-being of teachers
(levels of stress, anxiety and depression)
Impact of COVID19 on mental health and well-being of students
(levels of stress, anxiety and depression)

5. Recovery measures to alleviate the effects of the pandemic
covered many dimensions
Number of countries implementing recovery policies for students due to COVID-19 (2021/22 or 2022)
Figure 5.
0 5 10 15 20
Groupingstudentsaccordingtoproficiencyratherthanage
Strengthenedschoolnutritionservices
Cashtransferstoincreaseenrolmentamongstudentsfromdisadvantagedfamilies
Individualisedself-learningprogrammes
Automaticre-enrollmentofstudentsinschool
Communitymobilisationcampaignstobringstudentsbacktoschool
Adjustmentstothecurriculum
Tutoringprogrammesorfinancialsupportfortutoring
Earlywarningsystemstoidentifystudentsatriskofdroppingout
Referralsystemsforstudentsinneedofspecialisedservices
Programmesforthosedroppedoutofschool
Increasedinstructiontime
Strengthenedwater,sanitationandhygieneservices
Psychosocialandmentalhealthsupporttostudents

6. Increased use of digital tools is an important legacy of the pandemic
Share of countries planning to maintain or develop digitalisation measures implemented due to COVID-19
Figure 4.
0 20 40 60 80 100
Enhanced provision of hybrid learning
Enhanced provision of pre-service digital training to
teachers
Enhanced use of digitalised assessments/exams
Enhanced provision of distance learning
Enhanced provision of digital tools at the school
Enhanced provision of in-service digital training to
teachers
Enhanced provision of digital training for students
Yes Decisions made at local level of governance No

7. The benefits from a tertiary degree remain strong
despite a large increase in tertiary attainment
Education at a Glance 2022

8. Tertiary attainment has increased strongly…
Trends in the share of tertiary-educated 25-34 year-olds (2000 and 2021)
Figure A1.1
0
25
50
75
100
Luxembourg
Portugal
Ireland
Korea
Türkiye
Netherlands
Slovenia
United
Kingdom
Slovak
Republic
Latvia
Switzerland
Poland
Czech
Republic
Australia
EU22
average
OECD
average
Greece
Norway
Denmark
Austria
France
Hungary
Canada
Italy
Lithuania
Japan
New
Zealand
Sweden
Belgium
Spain
Estonia
Germany
United
States
Iceland
Costa
Rica
Indonesia
Mexico
Israel
Finland
2000 2021
Note: Countries sorted in descending order of growth

9. Higher educational attainment protects from unemployment
– especially during economic crises
Trends in unemployment rates, by educational attainment (2000 to 2021)
Figure A3.3.
0
5
10
15
20
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
Below upper secondary Upper secondary or post-secondary non-tertiary Tertiary

10. Employment rates of tertiary-educated individuals vary by field of study
Employment rates of tertiary-educated adults, by field of study (2021)
Figure A3.1.
70
80
90
100
Iceland
Portugal
Poland
Slovenia
Lithuania
Hungary
Latvia
Switzerland
Norway
Sweden
Finland
Italy
Netherlands
Denmark
Ireland
Germany
Belgium
Slovak
Republic
OECD
average
Estonia
Austria
Australia
France
Spain
United
States
Luxembourg
Czech
Republic
Greece
Chile
United
Kingdom
Costa
Rica
Türkiye
Mexico
Health and welfare Education Information and communication technologies (ICT)

11. The wage premium from tertiary education remains high
Relative earnings of tertiary-educated adults, by level of tertiary attainment (2020)
Upper secondary attainment = 100
Figure A4.2.
80
100
120
140
160
180
200
220
240
260
280
300
320
340
Chile
Costa
Rica
Lithuania
Germany
United
States
Ireland
Hungary
Luxembourg
Mexico
Israel
OECD
average
Canada
Latvia
Slovenia
France
Poland
United
Kingdom
Korea
Australia
EU22
average
Greece
Netherlands
Czech
Republic
Switzerland
Spain
Estonia
Slovak
Republic
Belgium
New
Zealand
Finland
Sweden
Denmark
Norway
Austria
Bachelor's or equivalent Short-cycle tertiary Master's or doctoral or equivalent

12. The wage gap between attainment levels is correlated with public
support for redistribution
Relative earnings of tertiary-educated workers and
share of adults without tertiary-level education supporting more redistribution to reduce income inequality (2020)
Figure A4.5.
Finland
Estonia
Austria
Ireland
Switzerland
Poland
Portugal
Denmark
Israel
Lithuania
Germany
Spain
Mexico
Norway
Netherlands
Slovenia
Canada
Greece
France
Chile
Korea
Türkiye
United States
20
40
60
80
100
100 125 150 175 200 225 250 275
Share
of
adults
without
university-level
education
supporting
more
redistribution
to
reduce
income
inequality
Relative earnings of full-time full-year tertiary-educated workers*
OECD average
* Below tertiary = 100

13. Despite the benefits of tertiary attainment,
completion rates are low
Education at a Glance 2022

14. Nearly one-third of bachelor's students have not graduated within
three years of the end of the programme duration
Status of full-time bachelor’s students, by timeframe (2020)
Figure B5.2.
100 75 50 25 0
United Kingdom
Israel
Lithuania
Poland
Norway
United States
Canada
Finland
Estonia
Average
Switzerland
Iceland
Portugal
Slovenia
Spain
France
New Zealand
Sweden
Australia
Brazil
Netherlands
Austria
Italy
Colombia
Flemish Comm. (Belgium)
French Comm. (Belgium)
Graduated from the same level Graduated from a different level
Still in tertiary education Not graduated and not enrolled in tertiary education
By the theoretical duration By the theoretical duration plus three years
0 25 50 75 100

15. Large gender gaps by field of study persist among new entrants
Share of women among new entrants to tertiary education, by selected fields of study and level of education (2020)
Figure B4.1.
0
25
50
75
100
Short-cycle
Tertiary
Bachelor's
or
equivalent
Master's
or
equivalent
Doctoral
or
equivalent
Short-cycle
Tertiary
Bachelor's
or
equivalent
Master's
or
equivalent
Doctoral
or
equivalent
Short-cycle
Tertiary
Bachelor's
or
equivalent
Master's
or
equivalent
Doctoral
or
equivalent
Education Health and welfare STEM
OECD average Lowest value among OECD countries Highest value among OECD countries

16. STEM fields attract the largest share of doctoral students
Distribution of new entrants to doctoral programmes, by field of study (2020)
Figure B4.6.
0
5
10
15
20
Natural
sciences,
mathematics
and statistics
Engineering,
manufacturing
and
construction
Health and
welfare
Arts and
humanities
Social sciences,
journalism and
information
Business,
administration
and law
Education Information
and
communication
technologies
Agriculture,
forestry,
fisheries and
veterinary
Services

17. International mobility increases with the level of tertiary education
Incoming student mobility in tertiary education, by level of study (2020)
Figure B6.2.
0
25
50
75
Luxembourg
Austria
United
Kingdom
Australia
New
Zealand
Canada
Czech
Republic
Netherlands
Latvia
Hungary
Switzerland
Slovak
Republic
Estonia
Portugal
Slovenia
Ireland
Belgium
France
Germany
EU
total
Denmark
Finland
Iceland
OECD
total
United
States
Lithuania
Poland
Korea
Japan
Israel
Greece
Sweden
Türkiye
Norway
Italy
Spain
Mexico
Chile
Colombia
Brazil
Master’s or equivalent Bachelor’s or equivalent Doctoral or equivalent

18. Most staff at tertiary level combine teaching
and research
Education at a Glance 2022

19. In most countries, tertiary staff split their time
between teaching and research
Distribution of academic staff by primary function (2020)
Figure D8.2.
0
25
50
75
100
Germany
Denmark
Estonia
Sweden
Austria
New
Zealand
Slovak
Republic
Hungary
Portugal
Spain
France
Israel
Canada
Poland
Netherlands
United
Kingdom
Switzerland
Costa
Rica
Luxembourg
United
States
Mexico
Instruction and research Research only Instruction only

20. Women are a minorityamong tertiary staff
Share of women among academic staff (2005, 2015 and 2020)
Figure D8.3.
0
10
20
30
40
50
60
Lithuania
Latvia
Finland
New
Zealand
Belgium
United
States
Canada
Estonia
Norway
Israel
Poland
Netherlands
Slovak
Republic
Brazil
Sweden
United
Kingdom
Portugal
EU22
average
France
Türkiye
Spain
OECD
average
Denmark
Costa
Rica
Austria
India
Slovenia
Saudi
Arabia
Hungary
Germany
Colombia
Italy
Greece
Switzerland
Korea
Luxembourg
Japan
2020 2005

21. Student to teacher ratios differ strongly across countries at tertiary level
Ratio of students to academic staff, by type of institution (2020)
Figure D8.5.
0
10
20
30
40
50
India
Colombia
Belgium
Ireland
Türkiye
Italy
Mexico
Argentina
Saudi
Arabia
South
Africa
New
Zealand
France
Czech
Republic
Denmark
Costa
Rica
OECD
average
Lithuania
Austria
United
States
Portugal
Netherlands
EU22
average
Switzerland
Slovenia
Latvia
Finland
Estonia
Spain
Hungary
Germany
Slovak
Republic
Poland
Brazil
Sweden
Norway
Luxembourg
United
Kingdom
Public institutions Private institutions

22. Spending on tertiary education varies more across
countries than spending on other levels of education
Education at a Glance 2022

23. Spending per student
Total expenditure per full-time equivalent student by level of education (2019)
Figure C1.1.
0
5 000
10 000
15 000
20 000
25 000
30 000
35 000
Luxembourg
United
States
United
Kingdom
Sweden
Norway
Canada
Denmark
Austria
Belgium
Netherlands
Australia
Germany
Japan
New
Zealand
France
Finland
EU22
average
OECD
average
Czech
Republic
Ireland
Estonia
Iceland
Slovenia
Spain
Poland
Slovak
Republic
Israel
Latvia
Italy
Hungary
Portugal
Korea
Lithuania
Chile
Türkiye
Mexico
Colombia
Greece
USD converted using PPPs Primary Secondary Tertiary

24. The share of total educational spending dedicated to tertiary
institutions varies from less than 20% to more than 40%
Total expenditure on educational institutions, by level of education (2019)
Figure C2.2.
0
25
50
75
100
United
States
Chile
Canada
Austria
Japan
Denmark
United
Kingdom
Netherlands
New
Zealand
Australia
Latvia
Estonia
Lithuania
Türkiye
Mexico
Norway
OECD
average
Spain
Germany
Finland
Korea
France
Sweden
Poland
EU22
average
Czech
Republic
Belgium
Ireland
Slovenia
Greece
Colombia
Slovak
Republic
Portugal
Italy
Hungary
Israel
Iceland
Luxembourg
Primary Secondary Post-secondary non-tertiary Tertiary

25. At below-tertiary levels of education public spending dominates in
all OECD countries…
Distribution of public and private expenditure on primary to post-secondary non-tertiary educational institutions
(2019)
Figure C3.3.
0
25
50
75
100
Sweden
Norway
Finland
Luxembourg
Iceland
Belgium
Estonia
Austria
Lithuania
Denmark
Italy
Czech
Republic
EU22
average
Slovak
Republic
France
Slovenia
Ireland
Korea
OECD
average
Poland
Portugal
Israel
Spain
New
Zealand
Netherlands
United
Kingdom
Australia
Mexico
Chile
Colombia
Türkiye
Public expenditure Public-to-private transfers Private expenditure

26. …but at tertiary level private spending is more important
Distribution of public and private expenditure on tertiary educational institutions (2019)
Figure C3.1.
0
25
50
75
100
Finland
Luxembourg
Norway
Iceland
Denmark
Austria
Slovenia
Sweden
Belgium
Greece
Estonia
Czech
Republic
Poland
EU22
average
France
Ireland
Slovak
Republic
Lithuania
Türkiye
Portugal
OECD
average
Spain
Italy
Mexico
New
Zealand
Chile
Korea
Australia
United
Kingdom
Public expenditure Public-to-private transfers Private expenditure

27. The role of tuition fees in funding tertiary
education differs across countries
Education at a Glance 2022

28. Tuition fees tend to be higher at master’s level than at bachelor’s level
Annual average tuition fees charged by public institutions to national students, by level of education (2019/20)
Figure C5.1.
0
2 500
5 000
7 500
10 000
12 500
15 000
United
States
Ireland
Chile
Japan
Australia
Canada
Korea
Latvia
New
Zealand
Lithuania
Hungary
Netherlands
Israel
Italy
Spain
Austria
France
Germany
Denmark
Estonia
Finland
Norway
Sweden
Türkiye
England
(UK)
Flemish
Comm.
(Belgium)
French
Comm.
(Belgium)
USD converted
using PPPs
Short-cycle tertiary Bachelor's Master's Doctoral

29. Many countries with high tuition fees
also provide high levels of financial support to students
Share of national tertiary education students enrolled full-time and receiving public financial support
(2009/10 and 2019/20)
Figure C5.4.
0
20
40
60
80
100
Sweden
Denmark
United
States
Australia
New
Zealand
Chile
Lithuania
Norway
Finland
Spain
Italy
France
Austria
Switzerland
Latvia
England
(UK)
Flemish
Comm.
(Belgium)
ench
Comm.
(Belgium)
Public or government-guaranteed private loans only in 2019/20
Public grants/scholarships only in 2019/20
Public grants/scholarships and public or government-guaranteed private loans in 2019/20
Student loan or public grant beneficiaries in 2009/10

30. Some countries charge higher tuition fees to foreign students
Annual average tuition fees charged by public institutions to national and foreign students
for master's programmes or equivalent (2019/20)
Figure C5.2.
0
5 000
10 000
15 000
20 000
25 000
United
States
Chile
Ireland
Australia
Canada
Hungary
Korea
New
Zealand
Japan
Latvia
Spain
Italy
Austria
France
Norway
Finland
Sweden
USD converted
using PPPs
National students Foreign students

31. The authority to set tuition fees varies across countries
Authority to set tuition fees for national students, by level of tertiary education (2020)
Figure C5.5.
3
4
4
5
7
7
9
13
10
2
3
6
Short-cycle tertiary programmes (ISCED 5)
Bachelor's or equivalent programmes (ISCED 6)
Master's or equivalent programmes (ISCED 7)
Number of countries and other participants
The level of tuition fees is established by a public authority
The level of tuition fees is set forth in legislation
Institutions may set the level of tuition fees, subject to government-imposed limits
Institutions may set the level of tuition fees independently, without government-imposed limits

32. Young adults not in employment, education or training
(NEET) are a key challenge for the education system
Education at a Glance 2022

33. The share of NEETs varies from less than 5% to more than 25% across the OECD
Distribution of 18-24 year-olds by education and work status (2021, quarterly data)
Figure A2.1.
0
25
50
75
100
South
Africa
Brazil
Türkiye
Colombia
Costa
Rica
Italy
Chile
Argentina
Israel
Mexico
Spain
Greece
France
United
States
OECD
average
Hungary
Latvia
Estonia
Lithuania
New
Zealand
Canada
Slovak
Republic
Finland
Portugal
EU22
average
Poland
United
Kingdom
Sweden
Ireland
Belgium
Austria
Australia
Switzerland
Denmark
Germany
Slovenia
Iceland
Norway
Netherlands
Not in employment, education or training (NEET) Not in education and employed
In education and unemployed or inactive In education and employed

34. Some countries are better than others at preventing long spells as NEET
Share of 18-24 year-olds who are unemployed and not in education (NEET),
by duration of unemployment (2021, quarterly data)
Figure A2.3.
0
5
10
15
Greece
Brazil
Italy
South
Africa
Slovak
Republic
Spain
Argentina
Türkiye
Colombia
EU22
average
France
Austria
Belgium
United
Kingdom
Australia
OECD
average
Israel
Latvia
Slovenia
Hungary
Portugal
Switzerland
Ireland
Finland
Poland
Germany
United
States
New
Zealand
Canada
Denmark
Estonia
Norway
Netherlands
Chile
Mexico
Lithuania
Sweden
Less than 3 months 3 months to less than 12 months Less than 12 months 12 months or more

35. Most young children are enrolled in early
childhood education and care
Education at a Glance 2022

36. Early childhood education is common above the age of 3, but at lower ages
its importance varies across countries
Enrolment rates of young children by type of programme and by age group (2020)
Figure B2.1.
0
20
40
60
80
100
France
Israel
Belgium
Spain
Denmark
Norway
Iceland
Sweden
Japan
Korea
Germany
Latvia
Hungary
Portugal
Slovenia
Italy
Netherlands
Estonia
Austria
Lithuania
Poland
EU22
average
Finland
Luxembourg
Czech
Republic
OECD
average
Slovak
Republic
Argentina
Chile
Colombia
Brazil
United
Kingdom
Mexico
United
States
India
Ireland
New
Zealand
Australia
Greece
Switzerland
Türkiye
Saudi
Arabia
South
Africa
Under 3 years - ISCED 0 Under 3 years - outside ISCED 0 3 to 5 - ISCED 0

37. Spending on ECEC varies strongly across countries
Expenditure on all children aged 3 to 5 enrolled in ECE and primary education (based on head counts)
Tables B2.1
and B2.3.
0
20
40
60
80
100
0.0
0.2
0.4
0.6
0.8
1.0
Iceland
Norway
Chile
Israel
Sweden
Estonia
France
Latvia
Slovenia
Hungary
Poland
Lithuania
Mexico
Finland
Denmark
OECD
average
Germany
EU22
average
Italy
Luxembourg
Portugal
Spain
Slovak
Republic
Austria
Korea
Czech
Republic
Türkiye
Netherlands
Ireland
New
Zealand
Percentage of GDP spent on all children aged 3 to 5 enrolled in ECE and primary education
Percentage of 3 to 5 year old children enrolled in ECE and primary education

38. Private spending on ECEC is high in a few countries
Annual expenditure per child on early childhood education (after public to private transfers), in USD converted using
PPPs (based on head counts)
Table B2.3.
0
5 000
10 000
15 000
20 000
25 000
Luxembourg
Norway
Iceland
Sweden
Finland
Germany
Denmark
Austria
EU22
average
France
Italy
OECD
average
Estonia
Slovenia
Lithuania
Hungary
Netherlands
Poland
Spain
Czech
Republic
Chile
Australia
Slovak
Republic
Japan
Ireland
Israel
Mexico
Public expenditure Private expenditure

39. In some countries, the share of private expenditure on ECEC is
higher than the share of private expenditure on tertiary education
Relative proportions of private expenditure on early childhood and tertiary education (after public to private
transfers)
Tables B2.3.
and C3.2.
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE] [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
OECD Average
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
0
10
20
30
40
50
60
70
0 10 20 30 40 50 60 70
Relative
proportion
of
private
expenditure
on
ECEC
Relative proportion of private expenditure on tertiary education
Share of private expenditure on ECEC is higher than on tertiary education
Share of private expenditure on tertiary education is higher than on ECEC

40. Salaries, working hours and professional
development of teachers differ across countries
Education at a Glance 2022

41. OECD countries spend on average 5% of their GDP on educational institutions
Total expenditure on educational institutions as a percentage of GDP (2019)
Figure C2.1.
0
1
2
3
4
5
6
7
Chile
United
States
Canada
United
Kingdom
Norway
Australia
Denmark
Austria
Netherlands
New
Zealand
Türkiye
Sweden
Belgium
Finland
Korea
France
Estonia
OECD
average
Israel
Colombia
Mexico
Japan
Latvia
Spain
Germany
Poland
Iceland
EU22
average
Czech
Republic
Portugal
Lithuania
Slovenia
Slovak
Republic
Greece
Italy
Hungary
Ireland
Luxembourg
Primary, secondary and post-secondary non-tertiary Tertiary

42. Teacher salaries tend tobe lower thanaverage wages for tertiary-educated workers
Actual salaries of lower secondary teachers and school heads relative to earnings of tertiary-educated workers (2021)
Figure D3.1.
0.5
1
1.5
2
2.5
Costa
Rica
Portugal
Lithuania
Ireland
Germany
Australia
Finland
Israel
New
Zealand
OECD
average
Estonia
Slovenia
EU
average
France
Netherlands
Sweden
Austria
Denmark
Slovak
Republic
Greece
Norway
Czech
Republic
Italy
United
States
Hungary
England
(UK)
Scotland
(UK)
Flemish
Comm.
(Belgium)
French
Comm.
(Belgium)
Teachers' actual salaries relative to earnings School heads' actual salaries relative to earnings
Teachers' actual salaries relative to earnings (weighted averages) School heads' actual salaries relative to earnings (weighted averages)

43. Salary progressions through the teacher career
Lowersecondaryteachers'relativestatutorystartingandtopofthescalesalariesandyearstakentoreachthetopofthescale(2021)
Figure D3.3.
SCO
NZL
AUS
CAN
DNK
MEX
NOR
FIN
POL
LTU
SVN [CELLRANGE]
[CELLRANGE]
[CELLRANGE]
CRI
CZE
AUT
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
[CELLRANGE]
0.6
0.8
1
1.2
1.4
1.6
1.8
2
2.2
0.4 0.5 0.6 0.7 0.8 0.9 1 1.1 1.2 1.3 1.4
Top
of
the
scale
salary
relative
to
earnings
for
tertiary-educated
workers
Starting salary relative to earnings for tertiary-educated workers
Less than 10 years 10 to less than 20 years 20 to less than 30 years 30 or more years
Years to reach from starting to top of the scale salaries

44. Upper secondary teachers teach between 500 and 1200 hours per year
Teaching time of teachers, by level of education (2021)
Figure D4.1.
0
500
1 000
1 500
Costa
Rica
United
States
Lithuania
Mexico
Australia
Colombia
Latvia
Brazil
New
Zealand
Luxembourg
France
Netherlands
Ireland
OECD
average
Portugal
Spain
Israel
EU
average
Hungary
Switzerland
Germany
Italy
Austria
Greece
Estonia
Czech
Republic
Slovenia
Finland
Slovak
Republic
Korea
Norway
Türkiye
Japan
Poland
Denmark
Scotland
(UK)
French
Comm.
(Belgium)
Flemish
Comm.
(Belgium)
Hours per year
Upper secondary, general programmes Lower secondary, general programmes Primary Pre-primary

45. The share of working time that teachers teach differs strongly across countries
Number of hours of teaching and percentage of working time spent teaching for upper secondary teachers (2021)
Figure D4.3.
0%
10%
20%
30%
40%
50%
60%
70%
0
300
600
900
1 200
1 500
1 800
2 100
Latvia
Luxembourg
Lithuania
Israel
Portugal
Colombia
Spain
France
Netherlands
Hungary
Estonia
Slovak
Republic
Korea
Switzerland
Germany
Czech
Republic
Poland
Türkiye
Norway
Japan
Scotland
(UK)
Percentage spent teaching
Hours per year
Total statutory working time in hours Net teaching time in hours Percentage of total statutory working time spent teaching

46. Thank you