Table X2.1 Basic reference statistics in current prices (reference period: calendar year, 2012, 2015, 2016, 2019, 2020)
For countries where Gross Domestic Product (GDP) is not reported for the same reference period as data on educational finance, GDP is estimated as: wt-1 (GDPt - 1) + wt (GDPt), where wt and wt-1 are the weights for the respective portions of the two reference periods for GDP which fall within the educational financial year. Adjustments were made in Chapter C for Australia, Canada, Japan, New Zealand, the United Kingdom and the United States.
1. The GDP mainland market value is used for Norway.
Table X2.2 Basic reference statistics (reference period: calendar year, 2012, 2015, 2016, 2019, 2020)
1. GDP deflator mainland figures are used for Norway.
Table X2.3 Pre-primary and primary teachers' statutory salaries, in national currencies, based on the most prevalent qualifications at different points in teachers' careers (2022)
The definition of teachers' most prevalent qualifications is based on a broad concept, including the typical ISCED level of attainment and other criteria. The most prevalent qualification is defined for each of the four career stages included in this table. In many cases, the minimum qualification is the same as the most prevalent qualification; see Table X3.D3.2 in Education at a Glance 2023 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/d7f76adc-en).
1. Year of reference differs from 2022: 2021 for Colombia, Sweden and Switzerland.
2. Data on pre-primary teachers include the salaries of kindergarten teachers, who are the majority.
3. Excludes the social security contributions and pension-scheme contributions paid by the employees.
4. Actual base salaries.
Table X2.4 Secondary teachers' statutory salaries, in national currencies, based on the most prevalent qualifications at different points in teachers' careers (2022)
The definition of teachers' most prevalent qualifications is based on a broad concept, including the typical ISCED level of attainment and other criteria. The most prevalent qualification is defined for each of the four career stages included in this table. In many cases, the minimum qualification is the same as the most prevalent qualification, see Table X3.D3.2 in Education at a Glance 2023 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/d7f76adc-en).
1. Year of reference differs from 2022: 2021 for Colombia, Sweden and Switzerland.
2. Includes the average of fixed bonuses for overtime hours for lower and upper secondary teachers.
3. At the upper secondary level, includes teachers working in vocational programmes (in Slovenia and Sweden, includes only those teachers teaching general subjects within vocational programmes).
4. Excludes the social security contributions and pension-scheme contributions paid by the employees.
5. Actual base salaries.
Table X2.5. Trends in teachers' average actual salaries, in national currencies (2000, 2005 and 2010 to 2022)
Years 2011 to 2014, 2016 to 2019 and 2021 (i.e. Columns 4 to 7, 9 to 12, 14, 19 to 22, 24 to 27, 29, 34 to 37, 39 to 42, 44, 49 to 52, 54 to 57 and 59) are available for consultation on line (see StatLink below).
1. Before 2015, also includes data on actual salaries of head teachers, deputies and assistants.
2. Also includes data on actual salaries of teachers in early childhood educational development programmes for pre-primary education.
3. Also includes data on the majority, i.e. kindergarten teachers only for pre-primary education.
4. At pre-primary and primary levels actual salaries refer to all teachers/school heads in those levels of education combined, including special needs education. At lower and upper secondary levels, actual salaries refer to all teachers/school heads in those levels of education combined, including vocational education, adult education and special needs education.
5. Also includes data on actual salaries of preschool teachers' assistants for pre-primary education for 2011 to 2015.
6. Average actual teachers’ salaries.
7. Includes all teachers, irrespective of their age.
8. Average actual teachers' salaries for all teachers, irrespective of the level of education they teach.
Table X2.6. Reference statistics used in calculating teachers' salaries (2000 and 2005 to 2022)
Private consumption deflators for the years 2006 to 2009, 2011 to 2014 and 2016 to 2019 (i.e. Columns 8 to 11, 13 to 16 and 18 to 21) are available for consultation on line (see StatLink below).
1. Data on PPPs and GDP for countries now in the euro area are shown in euros.
2. Data on PPPs and deflators refer to Belgium.
3. Data on PPPs and deflators refer to the United Kingdom.
Table X2.7. Distribution of teachers, by minimum or most prevalent qualifications and level of education (2022)
1. Year of reference 2021.
Table X2.8. Distribution of teachers aged 25-64, by educational attainment and level of education (2022)
1. Year of reference 2021.
Table X2.9. Distribution of school heads aged 25-64, by educational attainment and level of education (2022)
1. Year of reference 2021.
Table X2.10. Trends in teachers' statutory salaries, in national currencies, by level of education (2000 and 2005 to 2022)¹
Years 2006 to 2009, 2011 to 2014, 2016 to 2019 and 2021 (i.e. Columns 3 to 6, 8 to 11, 13 to 16, 18, 22 to 25, 27 to 30, 32 to 35, 37, 41 to 44, 46 to 49, 51 to 54, 56, 60 to 63, 65 to 68, 70 to 73 and 75) are available for consultation on line (see StatLink below). The definition of teachers' most prevalent qualifications is based on a broad concept, including the typical ISCED level of attainment and other criteria. In many cases, the minimum qualification is the same as the most prevalent qualification; see Table X3.D3.2 in Education at a Glance 2023 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/d7f76adc-en).
1. Data on salaries for countries now in the euro area are shown in euros.
2. Figures for the pre-primary level refer to primary teachers (in primary schools only) teaching pre-primary classes.
3. Break in time series following methodological changes in 2018 and 2019.
4. Actual base salaries.
5. The most prevalent qualification for pre-primary and primary teachers in 2000 was a bachelor's degree or equivalent (ISCED level 6) while the most prevalent qualification for later years was a master's degree or equivalent (ISCED level 7).
Table X2.11. Vocational upper secondary teachers' statutory salaries, in national currencies, by qualification levels and at different points in teachers' careers (2022)
Data on salary after 10 years of experience (Columns 2, 6, 10, 14 and 18) and additional rows with data on minimum and maximum qualifications are available for consultation on line (see StatLink below). The definition of teachers' most prevalent qualifications is based on a broad concept, including the typical ISCED level of attainment and other criteria. The most prevalent qualification is defined for each of the four career stages included in this table. In many cases, the minimum qualification is the same as the most prevalent qualification, see Table X3.D3.2 in Education at a Glance 2023 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/d7f76adc-en).
1. Includes the average of fixed bonuses for overtime hours for lower and upper secondary teachers.
2. Year of reference 2021.
3. Excludes the social security contributions and pension-scheme contributions paid by the employees.
4. Actual base salaries.
See Definitions and Methodology sections and Education at a Glance 2023 Sources, Methodologies and Technical Notes (https://doi.org/10.1787/d7f76adc-en).
Data and more breakdowns are available at http://stats.oecd.org/, Education at a Glance Database.
Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.