Education at a glance

The OECD reports that Ireland performs strongly in higher education attainment and adult skills participation. However, challenges remain in learner progression, skill proficiency, and equal access to educational opportunity.

The OECD publication Education at a Glance 2025 examines education systems across member and partner countries. The report identifies Ireland as a high attainment country, particularly among younger adults, while also drawing attention to areas where performance and access remain uneven.

Ireland’s tertiary education participation is above the OECD average. Almost half of young adults across the OECD hold a tertiary qualification. The OECD says that Ireland continues to rank ahead of many comparable systems. Growth in tertiary attainment has slowed internationally since 2021 and Ireland reflects this trend. Between 2000 and 2021, tertiary education attainment increased by roughly 1 per cent point per year on average across the OECD. Since 2021, annual gains have averaged 0.3 percentage points.

Education at a Glance 2025 also states that qualification levels do not always correspond with proficiency. The OECD indicates that 13 per cent of tertiary educated adults internationally did not reach baseline literacy skills in 2023. Baseline proficiency refers to the ability to understand and interpret short texts. The report says that this disconnect appears across many countries and cannot be measured by attainment alone.

Educational outcomes

The OECD continues to highlight differences linked to socioeconomic background. Across member countries, 26 per cent of young adults whose parents did not complete upper secondary education have a tertiary qualification. This compares to 70 per cent of young adults with at least one tertiary educated parent. The OECD notes that this gap has changed little in recent years. It also identifies jurisdictions where progress has been made. Denmark, England, and the Flemish Community of Belgium have recorded improvements in tertiary attainment among young adults from lower educational backgrounds.

Education at a Glance 2025 states that equitable access remains central to improving long-term outcomes. The OECD links higher attainment to higher earnings, stronger labour market participation, and greater lifetime income. Adults with tertiary qualifications earn on average 54 per cent more than those with upper secondary education. The OECD calculates that the average lifetime financial return from tertiary attainment exceeds US$300,000. Earnings premiums are highest for those with masters and doctoral qualifications, averaging 83 per cent above upper secondary.

Completion rates

The OECD states that entry to tertiary education is no longer sufficient to ensure successful outcomes. New completion data from Education at a Glance 2025 shows that 43 per cent of bachelor’s students finish within the expected programme duration. Completion rises to 59 per cent after one additional year and 70 per cent after three. The report also highlights gender variation. Across the OECD, 63 per cent of men complete within three years beyond the scheduled duration. The equivalent figure for women is 75 per cent.

The OECD identifies several factors associated with completion. These include academic preparation, student support structures, programme sequencing, and financial barriers. The report notes that recognition of skills earned during partially completed programmes may increase labour market transparency. It states that micro credentials can enable learners to document knowledge obtained without degree completion.

Adult skills proficiency

Education at a Glance 2025 incorporates data from the OECD Survey of Adult Skills. Adult skill performance is measured in literacy, numeracy, and adaptive problem solving. The report finds that literacy and numeracy levels have stagnated or declined in many countries since 2012.

Across the OECD, 61 per cent of adults with below upper secondary education score at or below level one literacy. level one corresponds to understanding short and simple texts. Among adults with upper secondary or post-secondary/non-tertiary education, 30 per cent score at or below this level. Among tertiary educated adults, 13 per cent score at or below level one. The OECD classifies level three and above as a threshold for interpreting more complex written material.

The report states that skill levels differ significantly between countries. Finland, Japan, Norway, and Sweden record the highest literacy proficiency. Chile and Portugal record the lowest. Ireland performs above average for literacy proficiency among tertiary educated adults, though the OECD outlines that there is variation across educational groups.

Teacher workforce and staffing

Education at a Glance 2025 reports that teacher shortages are a growing challenge across multiple education systems. The OECD states that around 7 per cent of secondary teachers internationally are not fully qualified. Availability of qualified teachers varies by region and school context. Some jurisdictions report more unfilled teaching posts than others.

The report identifies the age profile of teaching workforces as an important metric. Retirement rates, mid-career exits, and recruitment patterns influence staffing continuity. Among OECD countries with available data, annual teacher resignation ranges between 1 and 10 per cent. Lower resignation rates increase workforce stability. Higher resignation rates require increased recruitment.

Sixteen countries offer alternative pathways to teaching for career changers. The OECD asserts that these programmes increase entry routes into the profession. It states that structured professional development contributes to teacher effectiveness and retention. The report also references workload, career progression, and support systems as factors affecting staffing.