High quality education systems, with fair access for children from all social and economic backgrounds, can be a means to lift people out of poverty and empower students to reach their full potential. There has been good progress in educational attainment and outcomes, for example, with a significant drop in the share of 25–34 year-olds without an upper secondary qualification, which has decreased from 17% in 2016 to 14% in 2023, in many countries. However, challenges remain in achieving equality of opportunity.
The 2024 edition of Education at a Glance, with a spotlight on equity in education, finds that family background, for example, remains a strong influence on education outcomes. Fewer than 1 in 5 adults, whose parents did not complete upper secondary education, have university degrees or another form of tertiary qualification. And children from low-income families are, on average in countries with available data1, 18 percentage points less likely to be enrolled in early childhood education and care before the age of 3.
This early disadvantage persists across the different levels, affecting performance in primary and secondary school assessments and reducing the likelihood of completing upper secondary and tertiary programmes. This underscores the need for interventions that target early childhood, to give all children equal opportunities. Early childhood education helps close developmental gaps before children enter primary school, making it a key tool for mitigating the effects of socio-economic disadvantage.
Recognising this, many OECD countries have lowered the starting age of compulsory education. They have also increased public expenditure on early childhood education, by 9% on average between 2015 and 2021 when measured as a share of gross domestic product (GDP). In some countries, the rise was much higher. For example, public expenditure in this area went up 50% in Lithuania and 42% in Germany. However, Education at a Glance shows that gaps remain, particularly in the affordability and accessibility of early childhood education for low-income families.
The widespread shortage of well-qualified teachers represents another pressing challenge. Many countries are struggling to fill vacant teaching posts, and the impact is felt most acutely in schools serving socio-economically disadvantaged communities. While some countries offer financial incentives to attract teachers to these schools, financial measures alone are insufficient. Comprehensive support and recognition of the unique challenges faced by teachers in disadvantaged areas are essential to attract and retain motivated educators.
This year’s edition also finds there have been significant strides in educational attainment and labour market outcomes for young adults, particularly from vulnerable households. The percentage of 18–24-year-olds not in employment, education, or training has decreased from 16% in 2016 to 14% in 2023 on average across the OECD. Employment rates for young adults have also improved, with a notable increase among those without upper secondary qualifications.
These gains, driven by prolonged educational engagement and a robust labour market, underscore the importance of sustained efforts to keep young people in education. However, these improvements are not met with better learning outcomes. The proportion of low-performing 15-year-olds in the Programme for International Student Assessment (PISA) has remained unchanged or even increased in many countries since 2012. To ensure our children and young people have the foundational skills needed for future employment, it is essential that countries ensure standards in core subjects such as maths, reading and science.
Gender disparities also persist. Despite their higher educational attainment, women continue to face significant disadvantages in the labour market. Girls outperform boys in nearly all educational measures, including test scores, grade repetition rates, and completion rates at both upper secondary and tertiary levels. Women are also more likely to pursue tertiary education, with 54% of young women holding a tertiary qualification compared to 41% of young men. However, these educational successes do not translate into equivalent labour market opportunities. Young women are less likely to be employed than young men, particularly those without an upper secondary qualification. The employment rate for women aged 25-34 without an upper secondary qualification is 47%, compared to 72% for their male counterparts. Even among those with tertiary qualifications, women face an employment rate six percentage points lower than men. They also earn significantly less, with a 15% lower average for those lacking an upper secondary qualification and a 17% lower average for those with a tertiary qualification. This disparity highlights the urgent need for policies that address gender inequalities in the labour market. The OECD’s Contribution to Promoting Gender Equality aims to help guide and coordinate these efforts, by bridging gender data gaps to measure and support progress on gender equality and by shaping policies to achieve gender equality through the implementation of OECD legal instruments and multi-disciplinary expert advice.
Looking ahead, additional measures are needed to continue laying the foundations for a more level playing field in education for social and economic progress. From policies to enhance access to high quality early childhood education for all socio-economic backgrounds, to those aimed at improving the attractiveness of the teaching profession, the 2024 edition of Education at a Glance provides policymakers with the evidence needed to design the education systems that will help give our children and young people the best possible future.
Mathias Cormann,
OECD Secretary-General