---
title: "Education Spending in Türkiye: What Does the OECD 2026 Report Show?"
description: "The OECD’s Education at a Glance 2026 report contains many interesting findings about countries’ education systems. While reviewing the report, I was particularly struck by the charts on education spending."
url: https://oihs.ca/en/blog/education-spending-turkiye-oecd-2026
lang: en
date: 2026-11-06T18:09:57.681Z
category: blog
---

# Education Spending in Türkiye: What Does the OECD 2026 Report Show?

The OECD’s Education at a Glance 2026 report contains many interesting findings about countries’ education systems. While reviewing the report, I was particularly struck by the charts on education spending.

These charts show that Türkiye allocates insufficient resources to education. Moreover, the problem is not simply that we spend less than wealthier countries. We also fail to allocate enough to education relative to our own economic capacity.

First, I should point out that most of the education expenditure figures in the report refer to 2023. Collecting and processing comparable data from OECD countries takes time, which is why the 2026 report presents figures from three years earlier.

| Education level                   | Type of annual expenditure per student | Türkiye (PPP, $) | OECD average (PPP, $) |
| --------------------------------- | -------------------------------------- | ---------------- | --------------------- |
| Primary education                 | Total expenditure                      | 4,900            | 13,639                |
| Lower secondary education         | Total expenditure                      | 5,038            | 15,305                |
| General upper secondary education | Public expenditure                     | 2,914            | 12,421                |
| University education              | Total expenditure                      | 11,311           | 24,186                |
| University education              | Public expenditure                     | 9,093            | 16,405                |
| University education              | Research and development expenditure   | 2,883            | 8,433                 |

*Source: OECD Education at a Glance 2026 figures cited in this article. PPP: purchasing power parity. Public expenditure and R\&D expenditure should not be added to total expenditure.*

## **Education Spending as a Share of National Income Is Declining in Türkiye**

OECD Figure C1.2 shows how public expenditure on education as a share of gross domestic product (GDP) changed between 2015 and 2023. In Türkiye, this share fell from 4.1% to 3.2%. Over the same period, the OECD average declined from 4.4% to 4.2%.

In other words, while OECD countries experienced a modest decline, the decrease in Türkiye was much more substantial. Over eight years, the share of national income we allocate to education fell by approximately one-fifth.

## **Spending per Student in Primary and Lower Secondary Education: Türkiye and the OECD Compared**

Comparisons of expenditure per student reveal substantial differences between countries. Adjusted for differences in purchasing power, average annual total expenditure per primary school student is $13,639 across OECD countries. In Türkiye, it is $4,900. The situation is similar in lower secondary education: the OECD average is $15,305, compared with $5,038 in Türkiye.

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Of course, wealthier countries can be expected to spend more on education. For this reason, the OECD also compares expenditure per student as a share of each country’s GDP per capita. In my view, this is a more meaningful indicator.

In primary education, expenditure per student amounts to an average of 21.7% of GDP per capita across OECD countries, compared with 11.8% in Türkiye. In lower secondary education, the OECD average is 24%, while Türkiye’s figure is just 12.1%. This means that, even relative to its own economic capacity, Türkiye allocates approximately half the OECD average to primary and lower secondary students.

These figures are concerning. Primary education is the stage at which students acquire foundational skills such as reading, writing, mathematics and learning how to learn. Shortcomings at this stage are not easy to address in later years.

## **How Much Public Funding Is Spent per Student in General Upper Secondary Education?**

One of the report’s most striking charts is Figure C4.2. It compares public expenditure per student in general upper secondary education as a share of GDP per capita. The OECD average is 19.3%. In Türkiye, it is just 7%.

Relative to its economic capacity, Türkiye allocates approximately one-third of the OECD average in public funding to students in general upper secondary education. We rank last among the countries with data shown in the chart.

The picture remains similar when differences in purchasing power are taken into account. Average annual public expenditure per student in general upper secondary education is $12,421 across OECD countries. In Türkiye, it is $2,914—less than one-quarter of the OECD average.

What kind of education can we provide with annual public funding of $2,914 per general upper secondary student? Adequate laboratories, well-equipped libraries, technology infrastructure, guidance services, arts and sports activities, and teachers’ professional development all require resources. Spending more money does not, of course, guarantee a good education. However, providing a high-quality education without adequate resources is difficult.

## Public expenditure per student in general upper secondary education

As a percentage of GDP per capita, 2023

| Country or comparison group | Share of GDP per capita |
| --- | --- |
| France | 27.4% |
| Germany | 25.9% |
| Belgium | 23.8% |
| New Zealand | 23.1% |
| Austria | 22.7% |
| Czechia | 22.6% |
| United States | 22.4% |
| Canada | 22.2% |
| Latvia | 22.2% |
| Romania | 21.8% |
| Switzerland | 21.5% |
| Slovak Republic | 21.5% |
| Australia | 21.5% |
| United Kingdom | 21.4% |
| Netherlands | 21.3% |
| Spain | 20.9% |
| Costa Rica | 20.7% |
| Bulgaria | 20.7% |
| Sweden | 20.6% |
| Slovenia | 20.5% |
| Norway | 20.0% |
| EU25 average | 19.8% |
| OECD average | 19.3% |
| Luxembourg | 18.8% |
| Finland | 18.7% |
| Lithuania | 18.3% |
| Chile | 16.8% |
| Iceland | 15.5% |
| Poland | 15.5% |
| Hungary | 15.0% |
| Peru | 14.1% |
| Greece | 13.5% |
| Colombia | 13.2% |
| Estonia | 12.9% |
| Denmark | 12.0% |
| Türkiye | 7.0% |

*Source: [OECD, Education at a Glance 2026, Figure C4.2](https://www.oecd.org/en/publications/2026/09/education-at-a-glance-2026_3bce4131/full-report/how-is-upper-secondary-education-financed_7563c90d.html#chapter-d1e193736-a2a838f4dc). Public expenditure per full-time equivalent student in general upper secondary programmes is expressed as a percentage of GDP per capita. EU25 and OECD averages are included for comparison. Countries without available data are not shown.*

## **University Spending per Student: Türkiye and the OECD Compared**

Annual total expenditure per university student is $11,311 in Türkiye, compared with an OECD average of $24,186. In other words, we spend less than half the OECD average per university student. There is also a substantial gap in public funding. Public expenditure per student is $9,093 in Türkiye, compared with an OECD average of $16,405.

Another important indicator is how university expenditure per student has changed over time. Between 2015 and 2023, total expenditure per student increased by an average of 10.2% in real terms across OECD countries, while it declined by 4.3% in Türkiye. The resources we allocate per student in higher education are therefore not only low; they are also falling.

### **Research and Development Spending at Universities**

The situation is even more concerning in research. University research and development expenditure per student averages $8,433 across OECD countries, compared with $2,883 in Türkiye—approximately one-third of the average. We expect our universities to improve their positions in international rankings, conduct world-class research, attract accomplished academics and develop the technologies of the future. Yet we are not providing the resources needed to achieve these goals.

The number of universities and access to higher education have increased substantially in Türkiye in recent years. These are positive developments. However, awarding degrees to large numbers of students is not the same as building internationally competitive universities.

## **How Can Resources Be Used More Effectively in Türkiye’s Education System?**

I believe that the resources allocated to education must increase. However, how those resources are used matters just as much as the amount. We face serious problems in curriculum design, teacher education, school management and assessment. Increasing expenditure without addressing these issues may not deliver the results we expect.

In my view, we should prioritise three areas.

**The first is pre-primary education.** Across OECD countries, participation in pre-primary education among children aged three to the start of primary school is 90%, compared with 51% in Türkiye. If we want to ensure equal opportunities in education, we need to expand access to early childhood education.

**The second is general upper secondary education.** Spending less than one-quarter of the OECD average per student is unacceptable. We need to improve our high schools’ facilities, technology infrastructure and the services available to students.

**The third is universities**. Rather than continuing to increase the number of universities and student places, we should now focus on the quality of education and research. This requires greater investment, particularly in research infrastructure and academic staff.

Education debates in Türkiye tend to focus on examination systems, curriculum changes and teacher appointments. All of these matter. However, if we want to improve the quality of our education system, we also need to move the question of resources much higher up the agenda.

The message from the OECD data is clear: Türkiye has the economic capacity to allocate more resources to education. What matters is making this a priority and using those resources effectively.