Annex 2. Reference statistics

All tables in Annex 2 are available on line at:

StatLink: https://doi.org/10.1787/888933981324

Note regarding data from Israel

The statistical data for Israel are supplied by and are under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

Table X2.1. Basic reference statistics in current prices (reference period: calendar year, 2005, 2010, 2011, 2016)
Table X2.1. Basic reference statistics in current prices (reference period: calendar year, 2005, 2010, 2011, 2016)

Note: For countries where 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.

Source: OECD (2019). See Source section for more information and Annex 3 for notes (https://doi.org/10.1787/f8d7880d-en).

Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.

 StatLink https://doi.org/10.1787/888933980602

Table X2.2. Basic reference statistics in constant prices (reference period: calendar year, 2005, 2010, 2011, 2016)
Table X2.2. Basic reference statistics in constant prices (reference period: calendar year, 2005, 2010, 2011, 2016)

Note: For countries where 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.

Source: OECD (2019). See Source section for more information and Annex 3 for notes (https://doi.org/10.1787/f8d7880d-en).

Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.

 StatLink https://doi.org/10.1787/888933980621

Table X2.3. Basic reference statistics in current prices (reference period: calendar year, 2007, 2012, 2016, 2017)
Table X2.3. Basic reference statistics in current prices (reference period: calendar year, 2007, 2012, 2016, 2017)

Note: For countries where 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.

2. These data are used in Indicator C1 in order to calculate total expenditure on educational institutions per full-time equivalent student relative to GDP per capita.

3. These data are used in Indicator C7 in order to calculate salary costs of teachers per student as a percentage of GDP per capita.

Source: OECD (2019). See Source section for more information and Annex 3 for notes (https://doi.org/10.1787/f8d7880d-en).

Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.

 StatLink https://doi.org/10.1787888933980640

Table X2.4a. Pre-primary and primary teachers' statutory salaries at different points in their careers, for teachers with the most prevalent qualifications defined at different points in teachers' careers (2018)
Annual salaries in public institutions for teachers with the most prevalent qualifications, in national currency
Table X2.4a. Pre-primary and primary teachers' statutory salaries at different points in their careers, for teachers with the most prevalent qualifications defined at different points in teachers' careers (2018)

Note: 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 Annex 3. Please see Annex 2 and Definitions and Methodology sections for more information. Data available at http://stats.oecd.org/, Education at a Glance Database.

1. Excludes the social security contributions and pension-scheme contributions paid by the employees.

2. Data on pre-primary teachers includes the salary of kindergarten teachers who are the majority.

3. Includes the social security contributions and pension-scheme contributions paid by the employers.

4. Actual base salaries.

Source: OECD (2019). See Source section for more information and Annex 3 for notes (https://doi.org/10.1787/f8d7880d-en).

Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.

 StatLink https://doi.org/10.1787888933980659

Table X2.4b. Secondary teachers' statutory salaries at different points in their careers, for teachers with the most prevalent qualifications defined at different points in teachers' careers (2018)
Annual salaries in public institutions for teachers with the most prevalent qualifications, in national currency
Table X2.4b. Secondary teachers' statutory salaries at different points in their careers, for teachers with the most prevalent qualifications defined at different points in teachers' careers (2018)

Note: 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 Annex 3. Please see Annex 2 and Definitions and Methodology sections for more information. Data available at http://stats.oecd.org/, Education at a Glance Database.

1. Includes the average of fixed bonuses for overtime hours for lower and upper secondary teachers.

2. Includes the social security contributions and pension-scheme contributions paid by the employers.

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.

Source: OECD (2019). See Source section for more information and Annex 3 for notes (https://doi.org/10.1787/f8d7880d-en).

Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.

 StatLink https://doi.org/10.1787/888933980678

Table X2.8. Reference statistics used in calculating teachers' salaries (2000, 2005 to 2018)
Table X2.8. Reference statistics used in calculating teachers' salaries (2000, 2005 to 2018)

Note: See Definitions and Methodology sections for more information. Data available at http://stats.oecd.org/, Education at a Glance Database.

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.

Source: OECD (2019). See Source section for more information and Annex 3 for notes (https://doi.org/10.1787/f8d7880d-en).

Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.

 StatLink https://doi.org/10.1787/888933980697

Table X2.9. Trends in average teachers' actual salaries, in national currency (2000, 2005, 2010 to 2017)
Average annual salary (including bonuses and allowances) of teachers aged 25-64
Table X2.9. Trends in average teachers' actual salaries, in national currency (2000, 2005, 2010 to 2017)
Table X2.9. Trends in average teachers' actual salaries, in national currency (2000, 2005, 2010 to 2017)

Note: Years 2011 to 2016 (i.e. Columns 4 to 9, 14 to 19, 24 to 29 and 34 to 39) are available for consultation on line. Data available at http://stats.oecd.org/, Education at a Glance Database.

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. Also includes data on actual salaries of pre-school teacher assistants for pre-primary education for 2011-2015.

5. Average actual teachers’ salaries, not including bonuses and allowances.

6. Includes all teachers, irrespective of their age.

7. Average actual teachers' salaries for all teachers, irrespective of the level of education they teach.

Source: OECD (2019). See Source section for more information and Annex 3 for notes (https://doi.org/10.1787/f8d7880d-en).

Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.

 StatLink https://doi.org/10.1787/888933980716

Table X2.10. Proportion of teachers, by level of qualification (2018)
Teachers who have either minimum or a higher than minimum (and most prevalent) qualification
Table X2.10. Proportion of teachers, by level of qualification (2018)

Note: See Definitions and Methodology sections for more information. Data available at http://stats.oecd.org/, Education at a Glance Database.

Source: OECD (2019). See Source section for more information and Annex 3 for notes (https://doi.org/10.1787/f8d7880d-en).

Please refer to the Reader's Guide for information concerning symbols for missing data and abbreviations.

 StatLink https://doi.org/10.1787/888933980735

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