The OECD Key Indicators of Informality based on Individuals and their Households (KIIbIH) database provides comparable indicators and harmonised data on informal employment, well-being of informal workers and their dependents. It currently covers 42 countries across North and sub-Saharan Africa,...

The Sustainable Development Agenda is a universal and ambitious agenda that challenges every single country in the world to achieve the Sustainable Development Goals by 2030 – and this is why it matters for OECD countries. In this context, Sustainable Development Goal 4 sheds light on...

The labour market outcomes for native- and foreign-born adults during the first year of the COVID-19 pandemic vary considerably across countries – with inequalities in employment even falling in some cases compared to 2017. In contrast with the 2008 financial crisis, greater educational...

More and more adults are earning a tertiary qualification, but not all tertiary degrees have the same value on the labour market. In general, postgraduate degrees such as master’s and doctoral degrees are associated with higher employment rates and earnings than bachelor’s degrees. Labour...

In OECD countries, the average class size at the lower secondary level is 23 students, but there are significant differences between countries, ranging from over 32 in Japan and Korea to 19 or below in Estonia, Iceland, Luxembourg, Slovenia and the United Kingdom. Class size, together with...

Adult migrants in all OECD countries are a diverse group, with different profiles and levels of education. Even if they hold tertiary degrees, they are more likely to have poorer labour market outcomes, including lower earnings. Participation in the labour market is more difficult for...

Among 25-34 year-olds, more women than men hold a tertiary qualification in 33 of the 36 countries for which data are comparable. Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and...

Different regions often display large differences in educational attainment and employment outcomes, highlighting the importance of monitoring regional as well as national indicators and the need for government to develop tailored policy responses to ensure the benefits of education reach the...

Despite the geographical distances between them, Ibero-American countries share some similarities in their educational attainment rates and private expenditure on educational institutions as a percentage of GDP. Across all Ibero-American countries covered in Education at a Glance, there is a...

Across OECD countries, individuals without tertiary-educated parents tend to be considerably under-represented among entrants to tertiary education. However, inequalities tend to accumulate throughout an individual’s educational career. In particular, the period from starting upper secondary...