How Much Public and Private Investment in Education Is There?
Indicator B3

• On average in OECD countries, 83% of all funds for educational institutions come directly from public sources.

• An average of 91% of primary, secondary and post-secondary non-tertiary education in OECD countries – and never less than 80%, except in Chile, Korea and the United Kingdom – is paid for publicly.

• Compared to primary, secondary and post-secondary non-tertiary education, tertiary institutions and, to a lesser extent, pre-primary institutions, obtain the largest proportions of funds from private sources, at 31% and 19%, respectively; but these proportions vary widely between countries.

• In all countries for which comparable data are available, public funding on educational institutions, all levels combined, increased between 2000 and 2008. Private spending increased at an even greater rate in more than three-quarters of countries and, on average among OECD countries, the share of private funding for educational institutions increased between 2000 and 2008.

Chart B3.1. Share of private expenditure on educational institutions (2008)
Primary, secondary and post-secondary non-tertiary education
Tertiary education

90
80
70
60
50
40
30
20
10
0

Chile
Korea
Japan1
United Kingdom
United States
Australia
Israel
Canada1
Portugal
Russian Federation
OECD average
Poland
Mexico
New Zealand
Italy
Netherlands
Slovak Republic1
Estonia
Spain
Czech Republic
Argentina
France
Ireland
Slovenia
Austria
Germany
Sweden
Belgium
Iceland
Finland
Denmark1
Norway
Switzerland
Luxembourg

%

1. Some levels of education are included with others. Refer to “x” code in Table B1.1a for details.
Countries are ranked in descending order of the share of private expenditure on educational institutions for tertiary education.
Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). Tables B3.2a and B3.2b.
See Annex 3 for notes (www.oecd.org/edu/eag2011).
1 2 http://dx.doi.org/10.1787/888932461066
How to read this chart
The chart shows private spending on educational institutions as a percentage of total spending on educational institutions.
This includes all money transferred to educational institutions from private sources, including public funding via subsidies to households, private fees for educational services, or other private spending (e.g. on accommodation) that goes through the educational institution.

Context
The balance of private and public financing of education is an important policy issue in many
OECD countries. It is particularly important for pre-primary and tertiary education, for which full or nearly full public funding is less common.

As more people participate in a wider range of educational programmes offered by increasing numbers of providers, governments are forging new partnerships to mobilise the necessary

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resources and to share costs and benefits more equitably. As a result, public funding more often provides only a part (albeit a very large part) of the investment in education, while the role of private sources of funding has become more important. Some stakeholders are concerned that this balance should not become so tilted as to discourage potential students from entering tertiary education.

Indicator B3

Other findings

• Public expenditure mainly funds public institutions, but also private institutions to varying degrees. On average among OECD countries, public expenditure on public institutions, per student, is more than twice the level of public expenditure on private institutions in pre-primary education, somewhat under twice the level in primary, secondary and postsecondary non-tertiary education, and nearly three times the level in tertiary education.

• At the tertiary level, the countries with the lowest amounts of public expenditure per tertiary student in public and private institutions are also those with the fewest students enrolled in public tertiary institutions, except for Poland.

• In most countries for which data are available, individual households account for most of the private expenditure on tertiary education. Exceptions are Austria, Canada, the Czech Republic, the Slovak Republic and Sweden, where private expenditure from entities other than households is more significant than private expenditure from households. Trends

On average among the 19 OECD countries for which trend data are available for all years between
1995 and 2008, the share of public funding of tertiary institutions decreased slightly from
74% in 1995, to 73% in 2000, to 68% in 2007 and to 67% in 2008. This trend is mainly influenced by non-European countries, where tuition fees are generally higher and enterprises participate more actively by providing grants to finance tertiary institutions.
Between 2000 and 2008, 20 of the 26 countries for which comparable data are available showed an increase in the share of private funding for tertiary education. The share increased by six percentage points, on average, and by more than ten percentage points in Austria, Portugal, the Slovak Republic and the United Kingdom. While the share of private funding for tertiary education rose substantially in some countries during the period, this was not the case for other levels of education.

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chapter B

Financial and Human Resources Invested In Education

Analysis
Public and private expenditure on educational institutions

B3

Educational institutions in OECD countries are still mainly publicly funded, although there is a substantial and growing level of private funding at the tertiary level. On average in OECD countries, 83% of all funds for educational institutions come directly from public sources (Table B3.1).
In all OECD countries for which comparable data are available, private funding on educational institutions represents around 17% of all expenditure, on average. The proportion varies widely among countries and
11 OECD countries report a share of private funding above the OECD average. In Canada and Israel, private funds constitute nearly one-quarter of all educational expenditure, while in Australia, Chile, Japan, Korea, the United Kingdom and the United States, private funding reaches or exceeds 29% of all expenditure on education (Table B3.1).
Private spending on education for all levels of education combined increased from 2000 to 2008 and the share of private expenditure in total expenditure on educational institutions also increased, resulting in a decrease of more than eight percentage points in the share of public funding for educational institutions in Portugal, the Slovak Republic and the United Kingdom. This decrease is mainly due to a significant increase in the tuition fees charged by tertiary educational institutions over the same period (Table B3.1).
However, decreases in the share of public expenditure in total expenditure on educational institutions
(and consequent increases in the share of private expenditure) have not generally gone hand-in-hand with cuts (in real terms) in public expenditure on educational institutions (Table B3.1). In fact, many of the OECD countries with the highest growth rates in private spending have also had the largest increases in public funding.
This indicates that an increase in private spending tends not to replace public investment but to complement it.
However, the share of private expenditure on educational institutions varies across countries and according to the level of education.
Public and private expenditure on pre-primary, primary, secondary and post-secondary non-tertiary educational institutions

Investment in early childhood education is essential for building a strong foundation for lifelong learning and for ensuring equitable access to learning opportunities later in school. In pre-primary education, the private share of total payments to educational institutions averages around 19% – higher than the percentage for all levels of education combined. However, this proportion varies widely among countries, ranging from 5% or less in Belgium, Estonia, Luxembourg, the Netherlands and Sweden, to 25% or more in Austria and Germany, and to over 50% in Australia, Japan and Korea (Table B3.2a).
Box B3.1. Private expenditure for the work-based component of educational programmes
Many countries have some form of combined school- and work-based educational programmes (e.g. apprenticeship programmes, dual systems). The impact of reporting these programmes in the financial indicators is strong in a few countries, even if it is not significant in most countries (see Table at the end of this box). Expenditure by private employers on training apprentices (e.g. compensation of instructors and cost of instructional materials and equipment) and other participants in these programmes should be included in the financial indicators published in Education at a Glance. Expenditure to train company instructors is also included.
Among countries with some form of dual educational systems, only Germany, Switzerland and, to some extent, the Netherlands, conduct surveys about private expenditure by employers. In a number of countries, such as the Czech Republic, Finland, Norway, and the Slovak Republic, workplace training is directly financed by the government, or firms are reimbursed for their expenses; thus private expenditures are implicitly included in public expenditures reported in the indicators for most of these countries.
...

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chapter B

However, 10 of 17 countries with large dual systems – Australia, Austria, Denmark, Estonia, France, Hungary,
Iceland, Luxembourg, the Russian Federation and the United Kingdom – do not include private expenditure by enterprises that relate to these programmes in the financial indicators published in Education at a Glance.
This is mainly because of a lack of such data.
The size of the work-based component varies widely among these countries and can have a significant impact on total expenditure in some. Among countries with available data on upper secondary education, Germany, the Netherlands and Switzerland have a significant proportion of all pupils (about 20% in the Netherlands,
50% in Germany and 60% in Switzerland) enrolled in vocational education and training programmes (VET) with a work-based component. The corresponding expenditure on these programmes represents between
0.3% and 0.5% of GDP (see Indicator B2).
Further research has shown that 6% to 30% of upper secondary students (a “medium” share) are enrolled in
VET programmes with a work-based component in Australia, Finland, France, Hungary, Iceland, Luxembourg,
Norway, the Russian Federation, the Slovak Republic and the United Kingdom, while more than 30% of upper secondary students (a “high” proportion) in Austria, the Czech Republic, Denmark and Estonia are enrolled in such programmes. Among the group of countries with missing data on training expenditures, the impact of not reporting such expenditures is expected to be small for Australia, Denmark, Estonia, Iceland, Norway and the Slovak Republic, but is potentially important for Austria, France, Hungary, Luxembourg, the Russian
Federation and the United Kingdom (see Table below).
In the financial indicators published in Education at a Glance, the cost of apprentices’ salaries, social security contributions, and other compensation paid to students or apprentices in combined school- and work-based educational programmes is not included. Private investment in upper secondary VET programmes with a workbased component is considered to be moderate in Austria, France, Hungary, Luxembourg, the Netherlands, the Russian Federation and the United Kingdom, and large in Germany and Switzerland, where apprentices spend a substantial portion of their time in the workplace and where training is intensive (see Table below).
Level of investment by firms* in upper secondary VET programmes with a work-based component (low, medium, high) (horizontal axis) relative to the share of students (low, medium, high) enrolled in these programmes (vertical axis)
Importance of investment by firms
Share of dual/part-time
VET to all pupils

LOW

MEDIUM

HIGH

HIGH
(> 30%)

the Czech Republic,
Denmark, Estonia

Austria

Germany, Switzerland

MEDIUM
(6-30%)

Australia, Finland,
Iceland, Norway, the Slovak Republic

France, Hungary
Luxembourg,
the Netherlands, the Russian Federation, the United Kingdom

LOW
(< 6%)

Belgium, Brazil,
Canada, Chile, Greece,
Ireland, Israel, Italy,
Japan, Korea, Mexico,
New Zealand, Poland,
Portugal, Slovenia,
Spain, Sweden, Turkey and the United States

*The importance of investment by firms is an index that reflects the time that trainees spend in the workplace, the intensity of training
(weekly instruction time) at the workplace, and controls for public reimbursement of such expenditure.

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B3

chapter B

B3

Financial and Human Resources Invested In Education

Public funding dominates primary, secondary and post-secondary non-tertiary education in all countries.
Nevertheless, at least 10% of funding for these levels of education is private in Australia, Canada, Chile,
Germany, Japan, Korea, Mexico, the Netherlands, New Zealand, the Slovak Republic, Switzerland and the
United Kingdom (Table B3.2a and Chart B3.2). In most countries, the largest share of private expenditure at these levels is household expenditure, which goes mainly towards tuition. In Germany, the Netherlands and
Switzerland, however, most private expenditure takes the form of contributions from the business sector to the dual system of apprenticeship in upper secondary and post-secondary non-tertiary education (see Box B3.1).
Between 2000 and 2008, 14 of the 26 countries for which comparable data are available showed a small decrease in the share of public funding for primary, secondary and post-secondary non-tertiary education. Among these countries, the increase in the private share is three percentage points or more in Canada (from 7.6% to 11.4%),
Korea (from 19.2% to 22.2%), Mexico (from 13.9% to 17.1%), the Slovak Republic (from 2.4% to 15.2%) and the
United Kingdom (from 11.3% to 22.1%). Significant shifts in the opposite direction, towards public funding, are evident in eight countries; however, this share of public funding increased by three percentage points or more only in Chile (from 68.4% to 78.4%, Table B3.2a).
In spite of these differences, between 2000 and 2008 the amount of public expenditure on educational institutions at these levels of education increased in all countries with comparable data, except Portugal, where the amount of private expenditure fell even more. The main reason for the decrease in Portugal is linked to the significant drop in the number of students enrolled in primary, secondary and post-secondary non-tertiary education over the same period. In contrast with general trends, increases in public expenditure for these levels of education have been accompanied by decreases in private expenditure in Chile and Sweden.
However, in Sweden, less than 1% of expenditure on educational institutions was provided by private sources in 2008 (Table B3.2a).
Public and private expenditure on tertiary educational institutions

At the tertiary level, high private returns (see Indicator A9) suggest that a greater contribution to the costs of education by individuals and other private entities may be justified, as long as there are ways to ensure that funding is available to students regardless of their economic backgrounds (see Indicator B5). In all countries, the proportion of private expenditure on education is far higher for tertiary education – an average of 31% of total expenditure at this level – than it is for primary, secondary and post-secondary non-tertiary education
(Tables B3.2a and B3.2b).
The proportion of expenditure on tertiary institutions covered by individuals, businesses and other private sources, including subsidised private payments, ranges from less than 5% in Denmark, Finland and Norway, to more than 40% in Australia, Canada, Israel, Japan, the United Kingdom and the United States, and to over
75% in Chile and Korea (Chart B3.2 and Table B3.2b). Among these countries, in Korea, around 80% of tertiary students are enrolled in private universities, and more than 70% of the budget comes from tuition fees.
The contribution from private entities other than households to financing educational institutions is higher for tertiary education than for other levels of education, on average across OECD countries. In Australia,
Canada, the Czech Republic, Israel, Japan, Korea, the Netherlands, the Russian Federation, the Slovak Republic,
Sweden, the United Kingdom and the United States, 10% or more of expenditure on tertiary institutions is covered by private entities other than households. In Sweden, these contributions are largely directed to sponsoring research and development.
In many OECD countries, greater participation in tertiary education (see Indicator C1) reflects strong individual and social demand. In 2008, an average of 69% of tertiary education in OECD countries was publicly funded. On average among the 19 OECD countries for which trend data are available for all reference years, the share of public funding for tertiary institutions decreased slightly from 74% in 1995 to 73% in 2000, to 68% in 2007 and to 67% in 2008. This trend is apparent primarily in non-European countries, where tuition fees are generally higher and enterprises participate more actively, largely through grants to tertiary institutions
(Table B3.3, Chart B3.3 and Indicator B5).

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chapter B

How Much Public and Private Investment in Education Is There? – Indicator B3

Chart B3.2. Distribution of public and private expenditure on educational institutions (2008)
By level of education

B3

Public expenditure on educational institutions
Household expenditure
Expenditure of other private entities
All private sources, including subsidies for payments to educational institutions received from public sources

Korea

Norway

United Kingdom

Chile1

Australia

Mexico

New Zealand

Slovak Republic1

Netherlands

Germany

Japan1

Czech Republic

OECD average

Slovenia

Argentina

United States

Israel

France

New Zealand

Slovak Republic1

Mexico

Australia

Chile1

United Kingdom

Korea

New Zealand

Slovak Republic1

Mexico

Australia

Chile1

United Kingdom

Korea

Germany
Germany

Netherlands

Canada1
Canada1

Netherlands

Japan1
Japan1

Switzerland

Czech Republic

OECD average

Czech Republic

Slovenia

Argentina

United States

France

Israel

Spain

Poland

Austria

Belgium

Iceland

Italy

Russian Federation

Luxembourg

Denmark1

Ireland

Estonia

Sweden

Finland

Portugal

Norway

OECD average

Slovenia

Argentina

United States

France

Israel

Poland

Austria

Belgium

Iceland

Russian Federation

Italy

Denmark1

Ireland

Estonia

Finland

Sweden

Portugal

Spain

Tertiary education

%

100
90
80
70
60
50
40
30
20
10
0

Spain

Austria

Belgium

Iceland

Italy

Russian Federation

Denmark1

Luxembourg

Estonia

Sweden

Finland

Primary, secondary and post-secondary non-tertiary education

%

100
90
80
70
60
50
40
30
20
10
0

Poland

Pre-primary education

%

100
90
80
70
60
50
40
30
20
10
0

1. Some levels of education are included with others. Refer to “x” code in Table B1.1a for details.
Countries are ranked in descending order of the proportion of public expenditure on educational institutions in primary, secondary and post-secondary non-tertiary education.
Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). Tables B3.2a and B3.2b. See Annex 3 for notes (www.oecd.org/edu/eag2011).
1 2 http://dx.doi.org/10.1787/888932461085

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In 14 of the 21 countries with comparable data for 1995 and 2008, the private share of educational expenditure for tertiary education increased by at least three percentage points during this period. Similarly, 20 of the
26 countries for which comparable data are available for 2000 and 2008 showed an increase in the share of private funding for tertiary education. This increase exceeded nine percentage points between 1995 and
2008 in Australia, Austria, Chile, Israel, Italy, Portugal, the Slovak Republic and the United Kingdom. Only the Czech Republic and Ireland – and, to a lesser extent, Norway and Spain – show a significant decrease in private expenditure on tertiary educational institutions (Table B3.3 and Chart B3.3). In Australia, this increase was largely due to changes to the Higher Education Contribution Scheme/Higher Education Loan Programme implemented in 1997. In Ireland, tuition fees for tertiary first-degree programmes were gradually eliminated over the past decade, leading to the reduction in the share of private spending at this level (for more details, see Indicator B5 and Annex 3).

Chart B3.3. Share of private expenditure on tertiary educational institutions
(2000, 2005 and 2008) and change, in percentage points, of the share of private expenditure between 2000 and 2008
2008

%

2005

2000

Finland

Denmark1

Norway

Finland

Norway

Iceland
Iceland

Denmark1

Belgium
Belgium

Sweden

Austria

Germany

Slovenia

Ireland

France

Spain

Czech Republic

Estonia

Slovak Republic1

Netherlands

Italy

New Zealand

OECD average

Mexico

Poland

Canada

Portugal

Israel

Sweden

Austria

Germany

Ireland

France

Spain

Czech Republic

Slovak Republic

1

Netherlands

Italy

OECD average

Mexico

Poland

Canada

Portugal

Israel

United States

United Kingdom

Japan

1

Korea

Australia

Change (in percentage points) in the proportion of private expenditure between 2000 and 2008

Percentage points

35
30
25
20
15
10
5
0
-5
-10

Australia

United States

United Kingdom

Japan1

Korea

Chile

90
80
70
60
50
40
30
20
10
0

Chile

B3

Financial and Human Resources Invested In Education

1. Some levels of education are included with others. Refer to “x” code in Table B1.1a for details.
Countries are ranked in descending order of the share of private expenditure on educational institutions in 2008.
Source: OECD. Table B3.3. See Annex 3 for notes (www.oecd.org/edu/eag2011).
1 2 http://dx.doi.org/10.1787/888932461104

Private expenditure on educational institutions increased generally faster than public expenditure between
2000 and 2008. Nevertheless, public investment in tertiary education has also increased in all countries for which 2000 and 2008 data are available (except Israel and Portugal), regardless of the changes in private spending (Table B3.2b). In 11 out of the 13 OECD countries with the largest increases in public expenditure

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on tertiary education (Austria, the Czech Republic, Estonia, Hungary, Iceland, Ireland, Mexico, New Zealand,
Poland, the Slovak Republic and Spain), tertiary institutions charge low or no tuition fees and tertiary attainment is relatively low (see Indicators A1 and B5). In contrast, in Korea and the United States, where public spending has also increased significantly, there is a strong reliance on private funding of tertiary education. In New Zealand, the increase in public spending is as large, but private funding represents only
30% of expenditure on educational institutions (Table B3.2b).
Public expenditure on educational institutions per student, by type of institution

The level of public expenditure shows the degree to which governments value education. Naturally, public funds go to public institutions; but in some cases a significant part of the public budget may be devoted to private educational institutions. Table B3.4 shows public investment in educational institutions relative to the size of the education system, focusing on public expenditure, per student, on public and private educational institutions (private funds are excluded from Table B3.4, although in some countries they represent a significant share of the resources of educational institutions, especially at the tertiary level). This can be considered a measure that complements public expenditure relative to national income (see Indicator B2).
On average among OECD countries, at all levels of education, public expenditure, per student, on public institutions is about twice the public expenditure, per student, on private institutions (USD 8 027 and
USD 4 071, respectively). However, the difference varies according to the level of education. Public expenditure, per student, on public institutions is more than twice that on private institutions at the pre-primary level
(USD 6 281 and USD 2 474, respectively), somewhat under twice that for primary, secondary and postsecondary non-tertiary education (USD 8 111 and USD 4 572, respectively), and nearly three times that at the tertiary level (USD 10 543 and USD 3 614, respectively).

Chart B3.4. Annual public expenditure on educational institutions per student in tertiary education, by type of institution (2008)
Public institutions
Private institutions
Total public and private institutions

In equivalent USD converted using PPPs

25 000
20 000
15 000
10 000
5 000

Chile (18%)

Korea (22%)

Poland (72%)

Argentina (m)

Estonia (16%)

Slovak Republic (m)

Mexico (67%)

United Kingdom (0%)

Hungary (85%)

Japan (22%)

Israel (1%)

Portugal (76%)

Czech Republic (87%)

Italy (93%)

Slovenia (94%)

Australia (95%)

New Zealand (87%)

OECD average (68%)

Spain (86%)

Iceland (80%)

United States (71%)

France (84%)

Austria (m)

Netherlands (90%)1

Belgium (43%)

Finland (86%)

Sweden (90%)

Denmark (99%)

Norway (86%)

0

Note: The figures in brackets represent the percentage of students enrolled in public institutions in tertiary education, based on full-time equivalents.
1. Government-dependent institutions are included with public institutions.
Countries are ranked in descending order of public expenditure on public and private educational institutions per student.
Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). Table B3.4. See Annex 3 for notes
(www.oecd.org/edu/eag2011).
1 2 http://dx.doi.org/10.1787/888932461123

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B3

Financial and Human Resources Invested In Education

At the pre-primary level, public expenditure per student for both public and private institutions averages
USD 5 123 in OECD countries but varies from USD 2 016 or less in Argentina and Mexico to approximately
USD 13 000 in Luxembourg. Public expenditure per student is usually higher for public institutions than for private institutions, but private institutions enrol fewer than 5% of pupils. In contrast, in Mexico and the
Netherlands, public expenditure per student for private institutions is negligible.
Public expenditure per student for both public and private institutions for primary, secondary and postsecondary non-tertiary education (the educational level with the largest proportion of public funds,
Table B3.2a) averages USD 7 354 in OECD countries, but varies from less than USD 1 900 in Mexico to approximately USD 16 000 in Luxembourg. Public expenditure per student is usually higher for public than for private institutions except in Israel and Sweden. In these two OECD countries, only 25% and 9% of pupils, respectively, are enrolled in private institutions. In Mexico and the Netherlands, the amount of public expenditure, per student, on private institutions is small or negligible, as the private sector is marginal and receives little or no public funds (Table C1.5).
At the tertiary level, public expenditure per student for both public and private institutions averages USD 8 526 in OECD countries, but varies from less than USD 1 000 in Chile to more than USD 16 000 in Denmark,
Norway and Sweden, three countries in which the level of private expenditure is small or negligible. In all countries with available data, public expenditure per student is higher for public than for private institutions
(Table B3.4 and Chart B3.4).
At this level, patterns in the allocation of public funds to public and private institutions differ. In Denmark and the Netherlands, at least 90% of students are enrolled in public institutions, and most public expenditure goes to these institutions. Public expenditure, per student, on public institutions is higher than the OECD average, and public expenditure per student on private institutions is negligible. In these countries, private funds complement public funds to varying degrees: private expenditure is less than 5% of expenditure for public and private educational institutions in Denmark and above 25% in the Netherlands.
In Belgium, Finland, Hungary, Iceland and Sweden, public expenditure goes to both public and private institutions, and public expenditure, per student, on private institutions represents at least 63% – and up to
90% – of the level of public expenditure, per tertiary student, on public institutions (Table B3.4). However, these countries show different participation patterns. In Finland, Hungary, Iceland and Sweden, at least 80% of students are enrolled in public institutions, whereas in Belgium, tertiary students are mainly enrolled in private institutions. In all these countries private expenditure on tertiary institutions is below the OECD average.
In the remaining countries, public expenditure goes mainly to public institutions: public expenditure, per student, on private institutions is less than 46% of public expenditure, per student, on public institutions
(Chart B3.1 and Table B3.2b).

Definitions
Other private entities include private businesses and non-profit organisations, e.g. religious organisations, charitable organisations and business and labour associations. Expenditure by private companies on the workbased element of school- and work-based training of apprentices and students is also taken into account.
Private spending includes all direct expenditure on educational institutions, whether partially covered by public subsidies or not. Public subsidies attributable to households, included in private spending, are shown separately. The public and private proportions of expenditure on educational institutions are the percentages of total spending originating in, or generated by, the public and private sectors.
Public expenditure is related to all students at public and private institutions, whether these institutions receive public funding or not.

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Methodology
Data refer to the financial year 2008 and are based on the UOE data collection on education statistics administered by the OECD in 2010 (for details see Annex 3 at www.oecd.org/edu/eag2011).
Not all spending on instructional goods and services occurs within educational institutions. For example, families may purchase commercial textbooks and materials or seek private tutoring for their children outside educational institutions. At the tertiary level, students’ living expenses and foregone earnings can also account for a significant proportion of the costs of education. All expenditure outside educational institutions, even if publicly subsidised, is excluded from this indicator. Public subsidies for educational expenditure outside institutions are discussed in Indicators B4 and B5.
A portion of the budgets of educational institutions is related to ancillary services offered to students, including student welfare services (student meals, housing and transport). Part of the cost of these services is covered by fees collected from students and is included in the indicator.
The data on expenditure for 1995 and 2000 were obtained by a survey updated in 2010, in which expenditure for 1995 and 2000 were adjusted to the methods and definitions used in the current UOE data collection.
The statistical data for Israel are supplied by and 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.

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Financial and Human Resources Invested In Education

Table B3.1. Relative proportions of public and private expenditure on educational institutions

for all levels of education (2000, 2008)

Distribution of public and private sources of funds for educational institutions after transfers from public sources, by year

B3

2008

Index of change between 2000 and 2008 in expenditure on educational institutions

2000

Private sources

Public sources Expenditure of other
Household
private expenditure entities

All private sources1 Private: of which, subsidised Public sources All private sources1 Public sources All private sources1 Other G20

(2)

(3)

(4)

(5)

(6)

(7)

(8)

(9)

70.6
90.8
94.3
76.0
58.6
87.3
92.2
94.7
97.4
90.0
85.4 m m
90.9
93.8
78.0
91.4
66.4
59.6 m 80.8
83.6
82.4 m 87.1
90.5
82.5
88.4
87.1
97.3
m m 69.5
71.0

22.8
5.0
4.6
10.7
39.2
8.3
4.5
4.9
x(4)
6.9
x(4) m m
7.8
5.5
16.1
7.0
21.3
29.5 m 19.0
7.3
17.5 m x(4)
7.1
8.6
11.4
11.9 n m m 19.1
21.0

6.7
4.3
1.1
13.3
2.3
4.4
3.3
0.4
x(4)
3.1
x(4) m m
1.3
0.6
5.9
1.6
12.3
10.9 m 0.2
9.1
0.1 m x(4)
2.4
8.8
0.2
1.0
2.7
m m 11.4
8.0

29.4
9.2
5.7
24.0
41.4
12.7
7.8
5.3
2.6
10.0
14.6 m m
9.1
6.2
22.0
8.6
33.6
40.4 m 19.2
16.4
17.6 m 12.9
9.5
17.5
11.6
12.9
2.7
m m 30.5
29.0

1.6
4.7
1.7 m 1.6 m m
1.5
n m m m m m 0.3
2.4
1.3 m 3.2 m 1.1
2.0
m m m m 2.6 n 0.4 a m m 20.2 m 73.2
94.0
94.3
79.9
55.2
89.9
96.0 m 98.0
91.2
86.1
93.8
m
90.0
90.5
79.8
94.3
71.0
59.2 m 85.3
84.1
m m 89.0
98.6
96.4 m 87.4
97.0
92.1
98.6
85.2
67.3

26.8
6.0
5.7
20.1
44.8
10.1
4.0 m 2.0
8.8
13.9
6.2
m
10.0
9.5
20.2
5.7
29.0
40.8 m 14.7
15.9
m m 11.0
1.4
3.6 m 12.6
3.0
7.9
1.4
14.8
32.7

128
112
125
113
156
146
113
164
131
106
107 m 140
155
181
121
107
102
175 m 131
126
121
139
140
99
136 m 136
122
116 m 109
129

145
180
123
142
134
190
229 m 167
122
114 m m
139
113
135
167
127
173 m 182
131
m m 167
718
768 m 141
110
145 m 276
108

OECD average
EU21 average

OECD

(1)

Australia
Austria
Belgium
Canada2
Chile3
Czech Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
United Kingdom
United States

83.5
89.1

~
~

~
~

16.5
10.9

2.6
2.9

86.3
92.1

13.7
7.9

130
128

198
232

Argentina
Brazil
China
India
Indonesia
Russian Federation
Saudi Arabia
South Africa

88.4 m m m m
85.8
m m 9.9 m m m m
8.4
m m 1.8 m m m m
5.8
m m 11.6 m m m m
14.2
m m 0.1 m m m m m m m m m m m m m m m m m m m m m m m m
197
m m m
229
m m m m m m m m m m 1. Including subsidies attributable to payments to educational institutions received from public sources.
2. Year of reference 2007 instead of 2008.
3. Year of reference 2009 instead of 2008.
Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). See Annex 3 for notes (www.oecd.org/edu/eag2011).
Please refer to the Reader’s Guide for information concerning the symbols replacing missing data.
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How Much Public and Private Investment in Education Is There? – Indicator B3

chapter B

Table B3.2a. Relative proportions of public and private expenditure on educational institutions,

as a percentage, by level of education (2000, 2008)

Distribution of public and private sources of funds for educational institutions after transfers from public sources, by year
Pre-primary education
(for children 3 years and older)

B3

Primary, secondary and post-secondary non-tertiary education

Expenditure of other private entities All private sources1 Private: of which, subsidised All private sources1

Public sources

All private sources1

(3)

(4)

(5)

(6)

(7)

(8)

(9)

(10)

(11)

(12)

(13)

(14)

0.4
12.5
0.2 x(8) m
1.6
n n x(4) n x(4) m m
3.8
m
1.6
n
17.7
2.4
0.2
0.1 a x(2) m m m 4.1
0.1
m n m m n a 55.5
29.8
3.5 x(9) 20.5
8.9
18.8
1.0
9.5
6.0
26.5 m m
23.6
m
22.2
6.7
56.5
54.5
1.8
15.7
1.6
8.4
16.1
14.8 m 17.1
22.5
23.3 n m m 15.5
20.2

2.5
18.2
0.8 x(6) n m m n n n n m m a m n n m 2.2 n 0.1
1.1
m n n m 0.8 n n n n m 21.2 a 81.7
95.9
95.2
88.6
78.4
90.4
97.6
99.0
99.0
92.3
87.1 m m
96.4
97.7
93.0
97.1
90.0
77.8
97.4
82.9
86.4
85.7 m 94.7
99.9
84.8
91.7
93.1
99.9
86.9 m 77.9
92.0

15.1
2.8
4.6
4.1
21.2
7.6
2.4
1.0
x(9)
6.1
x(9) m m
3.4
2.3
4.6
2.9
7.6
19.3
2.0
17.0
4.8
14.2 m 5.3
0.1
7.7
8.1
6.9
0.1
n m 10.6
8.0

3.2
1.2
0.2
7.3
0.4
2.0
n
0.1
x(9)
1.6
x(9) n m
0.2
m
2.4
n
2.4
2.9
0.6
0.1
8.9
0.1 m m m 7.5
0.2
m a 13.1 m 11.5 m 18.3
4.1
4.8
11.4
21.6
9.6
2.4
1.0
1.0
7.7
12.9 m m
3.6
2.3
7.0
2.9
10.0
22.2
2.6
17.1
13.6
14.3 m 5.3
0.1
15.2
8.3
6.9
0.1
13.1 m 22.1
8.0

2.1
1.4
1.2 x(6) a n n m n
1.8
m m n m m
1.4
n m 3.0 m 1.3
2.7
m m m m 1.5 n a n 1.3 m 21.1 m 82.9
95.8
94.7
92.4
68.4
91.7
97.8 m 99.3
92.6
87.1
91.7
m
96.4
96.0
94.1
97.8
89.8
80.8 m 86.1
85.7
m m 95.4
99.9
97.6 m 93.0
99.9
89.2 m 88.7
91.6

17.1
4.2
5.3
7.6
31.6
8.3
2.2 m 0.7
7.4
12.9
8.3
m
3.6
4.0
5.9
2.2
10.2
19.2 m 13.9
14.3
m m 4.6
0.1
2.4 m 7.0
0.1
10.8 m 11.3
8.4

131
109
125
117
152
136
115
163
133
102
100 m 139
146
200
126
110
103
161 m 123
128
109
127
128
98
135 m 124
117
117 m 122
126

142
105
113
182
91
158
126 m 197
107
101 m m
146
115
151
147
100
193 m 158
121
m m 151
90
992 m 121
85
145 m 273
120

OECD average
EU21 average

81.5
87.8

~
~

~
~

18.5
12.2

2.0
1.5

91.0
93.5

~
~

~
~

9.0
6.5

1.9
1.0

91.7
94.4

8.3
5.6

127
128

170
189

Argentina
Brazil
China
India
Indonesia
Russian Federation
Saudi Arabia
South Africa

76.3 m m m m
87.7
m m 23.7 m m m m
10.0
m m n m m m m
2.3
m m 23.7 m m m m
12.3
m m 0.1 m m m m m m m 91.9 m m m m
96.8
m m 8.1 m m m m
1.6
m m n m m m m
1.6
m m 8.1 m m m m
3.2
m m 0.1 m m m m m m m m m m m m m m m m m m m m m m m m
216
m m m
198
m m m m m m m m m m OECD
Other G20

Public sources

Household expenditure (2)

55.1
17.3
3.3 x(7) 20.3
7.4
18.8
0.9
x(4)
5.9
x(4) m m
19.7
m
20.5
6.7
38.8
52.1
1.5
15.6
1.6
8.4
16.1
14.8 m 13.1
22.4
23.3 n m m 15.5
20.2

Australia
Austria
Belgium
Canada2, 3
Chile4
Czech Republic
Denmark3
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan3
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic3
Slovenia
Spain
Sweden
Switzerland
Turkey
United Kingdom
United States

Public sources

Private: of which, subsidised (1)

44.5
70.2
96.5 x(6) 79.5
91.1
81.2
99.0
90.5
94.0
73.5 m m
76.4
m
77.8
93.3
43.5
45.5
98.2
84.3
98.4
91.6
83.9
85.2 m 82.9
77.5
76.7
100.0
m m 84.5
79.8

Public sources

All private sources1 2000

Expenditure of other private entities 2008
Private sources

Household expenditure 2008
Private sources

Index of change between 2000 and 2008 in expenditure on educational institutions 1. Including subsidies attributable to payments to educational institutions received from public sources.
To calculate private funds net of subsidies, subtract public subsidies (Columns 5, 10) from private funds (Columns 4, 9).
To calculate total public funds, including public subsidies, add public subsidies (Columns 5, 10) to direct public funds (Columns 1, 6).
2. Year of reference 2007 instead of 2008.
3. Some levels of education are included with others. Refer to “x” code in Table B1.1a for details.
4. Year of reference 2009 instead of 2008.
Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). See Annex 3 for notes (www.oecd.org/edu/eag2011).
Please refer to the Reader’s Guide for information concerning the symbols replacing missing data.
1 2 http://dx.doi.org/10.1787/888932463859

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chapter B

Financial and Human Resources Invested In Education

Table B3.2b. Relative proportions of public and private expenditure on educational institutions,

as a percentage, for tertiary education (2000, 2008)

Distribution of public and private sources of funds for educational institutions after transfers from public sources, by year

B3

Tertiary education

2008

Index of change between
2000 and 2008 in expenditure on educational institutions 2000

Private sources

Public sources Expenditure of other
Household
private expenditure entities

All private sources1 Private: of which, subsidised Public sources All private sources1 Public sources All private sources1 Other G20

(2)

(3)

(4)

(5)

(6)

(7)

(8)

(9)

44.8
84.7
89.8
58.7
14.6
79.1
95.5
78.8
95.4
81.7
85.4 m m
92.2
82.6
51.3
70.7
33.3
22.3 m 70.1
72.6
70.4
96.9
69.6
62.1
73.1
83.8
78.9
89.1
m m 34.5
37.4

39.8
5.9
5.5
19.9
79.3
9.4
x(4)
19.3
x(4)
9.6
x(4) m m
7.2
15.0
33.7
21.5
50.7
52.1 m 29.5
15.1
29.6
3.1
23.7
28.3
10.5
16.0
17.0 n m m 51.5
41.2

15.4
9.4
4.7
21.4
6.1
11.5
x(4)
1.9
x(4)
8.7
x(4) m m
0.6
2.5
15.0
7.8
16.0
25.6 m 0.4
12.3
m m 6.7
9.6
16.4
0.2
4.2
10.9
m m 14.0
21.5

55.2
15.3
10.2
41.3
85.4
20.9
4.5
21.2
4.6
18.3
14.6 m m
7.8
17.4
48.7
29.3
66.7
77.7 m 29.9
27.4
29.6
3.1
30.4
37.9
26.9
16.2
21.1
10.9
m m 65.5
62.6

0.4
8.4
3.8 m 7.1 m m
7.2
n
2.4
m m m a 1.1
6.2
6.7 m 2.3 m 1.1
0.3
m m m m 2.0 n 1.7 a a m 16.3 m 49.6
96.3
91.5
61.0
19.5
85.4
97.6 m 97.2
84.4
88.2
99.7
m
91.8
79.2
58.5
77.5
38.5
23.3 m 79.4
76.5
m
96.3
66.6
92.5
91.2 m 74.4
91.3
m
95.4
67.7
31.1

50.4
3.7
8.5
39.0
80.5
14.6
2.4 m 2.8
15.6
11.8
0.3
m
8.2
20.8
41.5
22.5
61.5
76.7 m 20.6
23.5
m
3.7
33.4
7.5
8.8 m 25.6
8.7
m
4.6
32.3
68.9

121
130
118
121
112
187
114
154
124
116
117 m 131
165
142
97
108
100
155 m 137
120
156
126
202
98
145 m 144
117
122 m 112
141

146
611
144
133
158
289
218 m 209
141
150 m m
156
114
130
155
125
164 m 225
147
m
106
176
739
557 m 112
151
m m 278
107

OECD average
EU21 average

OECD

(1)

Australia
Austria
Belgium
Canada2, 3
Chile4
Czech Republic
Denmark3
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy
Japan3
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic3
Slovenia
Spain
Sweden
Switzerland
Turkey
United Kingdom
United States

68.9
78.2

~
~

~
~

31.1
21.8

3.3
3.0

75.1
85.7

24.9
14.3

131
132

217
262

Argentina
Brazil
China
India
Indonesia
Russian Federation
Saudi Arabia
South Africa

81.1 m m m m
64.3
m m 9.6 m m m m
20.1
m m 9.3 m m m m
15.6
m m 18.9 m m m m
35.7
m m 0.1 m m m m m m m m m m m m m m m m m m m m m m m m
148
m m m
328
m m m m m m m m m m 1. Including subsidies attributable to payments to educational institutions received from public sources.
To calculate private funds net of subsidies, subtract public subsidies (Column 5) from private funds (Column 4).
To calculate total public funds, including public subsidies, add public subsidies (Column 5) to direct public funds (Column 1).
2. Year of reference 2007 instead of 2008.
3. Some levels of education are included with others. Refer to «x» code in Table B1.1a for details.
4. Year of reference 2009 instead of 2008.
Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). See Annex 3 for notes (www.oecd.org/edu/eag2011).
Please refer to the Reader’s Guide for information concerning the symbols replacing missing data.
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How Much Public and Private Investment in Education Is There? – Indicator B3

chapter B

Table B3.3. Trends in relative proportions of public expenditure1 on educational institutions

and index of change between 1995 and 2008 (2000 = 100), for tertiary education
(1995, 2000, 2005, 2006, 2007 and 2008)
Share of public expenditure on educational institutions (%)

Index of change between 1995 and 2008 in public expenditure on educational institutions (2000 = 100, constant prices)

2005

2006

2007

2008

1995

2000

2005

2006

2007

2008

49.6
96.3
91.5
61.0
19.5
85.4
97.6 m 97.2
84.4
88.2
99.7
76.7
91.8
79.2
58.5
77.5
38.5
23.3 m 79.4
76.5
m
96.3
66.6
92.5
91.2 m 74.4
91.3
m
95.4
67.7
31.1

45.2
92.9
90.6
53.4
15.9
81.2
96.7
69.9
96.1
83.6
85.3
96.7
78.5
90.5
84.0
53.1
73.2
33.7
24.3 m 69.0
73.3
59.7 m 74.0
68.1
77.3
76.5
77.9
88.2
m m m
34.7

44.3
84.5
90.6
56.6
16.1
82.1
96.4
73.1
95.5
83.7
85.0 m 77.9
90.2
85.1
52.6
72.2
32.2
23.1 m 67.9
73.4
63.0
97.0
70.4
66.7
82.1
76.9
78.2
89.1
m m m
34.0

44.3
85.4
90.3
58.7
14.4
83.8
96.5
77.1
95.7
84.5
84.7 m m
91.0
85.4
51.6
69.9
32.5
20.7 m 71.4
72.4
65.7
97.0
71.5
70.0
76.2
77.2
79.0
89.3
m m 35.8
31.6

44.8
84.7
89.8 m 14.6
79.1
95.5
78.8
95.4
81.7
85.4 m m
92.2
82.6
51.3
70.7
33.3
22.3 m 70.1
72.6
70.4
96.9
69.6
62.1
73.1
83.8
78.9
89.1
m m 34.5
37.4

117
96
m
69
78
86
93
69
90
93
96
63
78 m 49
75
85
80
m m 75
99
104
93
89
77
86 m 72
84
74
55
115
85

100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100 m 100
100
100
100
100
100
100 m 100
100
100
100
100
100

109
129
101
108
104
147
115
113
115
106
102
229
125
142
108
89
100
93
132 m 119
111
119
121
193
102
127 m 119
111
133 m m
132

111
122
108
119
98
182
115
120
117
109
102 m 131
137
118
93
103
95
139 m 117
111
129
120
166
103
152 m 125
114
135
137
m
133

118
130
109
121
100
203
121
156
118
115
105 m 131
152
126
102
100
97
134 m 134
115
140
123
172
126
138 m 134
114
127 m 115
137

121
130
118 m 112
187
114
154
124
116
117 m 131
165
142
97
108
100
155 m 137
120
156
126
202
98
145 m 144
117
122 m 112
141

76.7

75.1

70.5

70.3

69.1

69.3

84

100

122

122

127

131

OECD average for countries with data available for all reference years

73.7

72.7

68.4

67.9

67.9

67.0

84

100

118

121

128

130

EU21 average for countries with data available for all reference years
Other G20

2000

64.6
96.1
m
56.6
25.1
71.5
99.4 m 97.8
85.3
89.2 m 80.3 m 69.7
62.5
82.9
35.1
m m 77.4
79.4
m
93.7
m
96.5
95.4 m 74.4
93.6
m
96.3
80.0
37.4

OECD average

OECD

1995
Australia
Austria
Belgium
Canada2
Chile3
Czech Republic
Denmark2
Estonia
Finland
France
Germany
Greece2
Hungary
Iceland2
Ireland
Israel
Italy
Japan2
Korea
Luxembourg
Mexico
Netherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic2
Slovenia
Spain
Sweden
Switzerland
Turkey
United Kingdom
United States

86.8

87.0

82.7

82.4

82.3

80.4

83

100

121

126

133

136

Argentina
Brazil
China
India
Indonesia
Russian Federation
Saudi Arabia
South Africa

m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m
58.3
m m 81.1 m m m m
64.3
m m m
78
m m m m m m m
100
m m m
100
m m m
118
m m m
225
m m m
124
m m m
259
m m m
126
m m m
317
m m m
148
m m m
328
m m 1. Excluding international funds in public and total expenditure on educational institutions.
2. Some levels of education are included with others. Refer to «x» code in Table B1.1a for details.
3. Year of reference 2009 instead of 2008.
Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). See Annex 3 for notes (www.oecd.org/edu/eag2011).
Please refer to the Reader’s Guide for information concerning the symbols replacing missing data.
1 2 http://dx.doi.org/10.1787/888932463897

Education at a Glance © OECD 2011

245

B3

chapter B

Financial and Human Resources Invested In Education

Table B3.4. Annual public expenditure on educational institutions per student, by type of institution (2008)
In equivalent USD converted using PPPs for GDP, by level of education and type of institution

Total public and private

Private institutions Public institutions (3)

(4)

(5)

(6)

(7)

(8)

(9)

(10)

(11)

(12)

(13)

x(3) x(3) 5 131 m 2 100
3 138
1 991
1 291
3 562
3 230
4 526 m x(3)
3 624 m 1 984
890
x(3)
795
2 924
2
n x(3) 4 374 x(3) 1 850
2 359
1 840
2 231
5 900 m m
1 058
2 104

2 848
5 271
5 531 m 3 687
3 807
5 180
3 162
4 828
5 443 m m
4 438
7 705 m 3 280
5 812
2 319
2 030
12 979
2 016
6 760
6 808
5 516
4 396
3 644
3 276
6 217
5 674
6 519 m m
6 015
8 295

7 171 x(6) 10 253
7 743
3 233
4 865
10 756
6 009
8 000
8 617 m m x(3) 9 544
8 766
5 248
9 005 x(6) 5 668
17 465
2 130
8 149
5 842
12 096 x(6) 6 326
3 366
7 740
9 805
9 468
11 422 m 8 308
12 001

4 719 x(6) 8 543 m 1 840
3 034
6 382
5 320
7 823
5 071 m m x(3) 5 392 m 5 780
2 249 x(6) 4 811
6 481
7
n
2 519
11 527 x(6) 3 505
3 278
5 029
3 445
9 944 m m
2 362
675

6 393
10 548
9 237 m 2 436
4 736
10 183
5 988
7 988
7 917 m m
4 379
9 391 m 5 381
8 581
7 569
5 520
15 999
1 893
7 936
5 567
12 070
4 184
5 948
3 359
7 709
7 816
9 517 m m
7 141
10 523

7 337 x(9) 14 441
13 043
2 426
7 330
16 551
7 842
14 958
12 943 m m
5 425
10 383
13 328 x(9) 6 941 x(9) 6 749 m 7 885
13 400
8 273
20 617 x(9) 7 397
4 597
7 382
11 909
17 868
21 648 m a
13 448

750 x(9) 12 139 m 493
531
a
3 506
13 108
3 956 m m
4 877
6 515 m x(9)
2 457 x(9) 968 m a n 1 371
3 978 x(9) 168 m 2 600
1 118
12 483 m m
5 077
3 408

7 036
12 736
13 127 m 885
6 451
16 460
4 207
14 698
11 469 m m
5 341
9 612 m 5 925
6 619
5 576
2 252 m 5 263
11 996
7 409
18 353
4 083
5 633
4 597
7 078
10 404
17 340 m m
5 077
10 577

4 521
4 566
4 236 m 351
1 311 x(9) x(9)
4 761
3 967 m m
1 045 x(9) 3 871 m 3 379 x(9) 823 m 1 205
4 872
1 711
6 529
634
3 108
787
1 293
2 881
7 940 m m
5 050 x(9) x(13) x(13) 10 537
8 936
3 408
5 255
11 019
5 571
8 756
8 748 m m
4 801
10 050
9 486
5 388
8 513 x(13) 6 883 m 2 597
8 801
6 378
13 083 x(13) 6 535
3 693
7 496
9 833
10 117
12 327 m 8 279
12 209

x(13) x(13) 8 608 m 1 527
2 251
5 577
3 624
8 810
4 698 m m
4 833
5 544 m 5 017
1 651 x(13) 2 181 m 5 n 3 685
9 358 x(13) 2 226
3 222
3 333
2 975
9 307 m m
3 461
1 738

6 471
10 200
9 419 m 2 244
5 035
10 446
5 167
8 760
8 019 m m
4 804
9 722 m 5 251
7 815
7 118
5 119 m 2 249
8 477
5 963
12 663
4 186
5 681
3 663
7 400
7 816
10 027 m m
6 789
10 357

6 281
6 474

2 474
2 586

5 123
5 597

8 111
8 802

4 572
4 959

7 354
7 908

10 543
10 332

3 614
4 730

8 526
9 429

3 129
3 493

8 027
8 146

4 071
4 452

7 069
7 417

Argentina
Brazil
China
India
Indonesia
Russian Federation
Saudi Arabia
South Africa

2 213
1 726 m m m m m m

734 m m m m m m m 1 743 m m m m m m m 2 966
2 098 m m m 3 942 m m

1 185 m m m m m m m 2 508 m m m m m m m 3 943
11 610
4 550 m m
4 334 m m

345 m m m m m m m 2 883 m m m m m m m m
619
m m m m m m 3 029
2 343 m m m 5 634 m m

1 037 m m m m m m m 2 511 m m m m m m m G20 average

5 025

m

m

m

m

m

8 738

m

m

m

m

m

m

of which:
R&D
activities

Private institutions Total public and private

Public institutions OECD

(2)

x(3) x(3) 5 973 x(4) 6 191
3 817
5 520
3 219
4 946
5 758
6 023 m x(3)
8 204 m 3 842
8 074 x(3) 6 363
13 800
2 368
6 788 x(3) 6 448 x(3) 5 248
3 305
6 309
7 615
6 629
4 911 m 7 905
11 499

OECD average
EU21 average
Other G20

Private institutions Total public and private

Total all levels of education

Public institutions Total public and private

Tertiary education (1)

Australia
Austria
Belgium
Canada1
Chile2
Czech republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Israel
Italy3
Japan
Korea
Luxembourg
Mexico
Netherlands4
New Zealand
Norway
Poland
Portugal
Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
United Kingdom
United States

Private institutions Primary, secondary and post-secondary non-tertiary education

Pre-primary education Public institutions B3

1. Year of reference 2007.
2. Year of reference 2009.
3. Exclude post-secondary non-tertiary education.
4. Government-dependent private institutions are included with public institutions.
Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). China: China Educational Finance Statistical
Yearbook 2009. See Annex 3 for notes (www.oecd.org/edu/eag2011).
Please refer to the Reader’s Guide for information concerning the symbols replacing missing data.
1 2 http://dx.doi.org/10.1787/888932463916

246

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