Chile Education System Changes & Policy Tracker
Chile has a structured national education system covering early childhood, basic, secondary, vocational, and higher education. The Ministry of Education sets national policy and curriculum, while specialized agencies oversee assessment, quality assurance, public education, and higher education regulation. Key monitoring areas include school calendars, SIMCE assessments, PAES university admission, technical-professional education, and public education governance reforms.
Country Education Profile
| Official Name | Republic of Chile |
|---|---|
| ISO Code | CL |
| Region | Americas |
| Subregion | South America |
| Capital / Seat | Santiago |
| Compulsory Education | Compulsory education generally covers 12 years, from Educación Básica through Educación Media, typically beginning at age 6. Early childhood education is state-supported, but kindergarten is not generally treated as a mandatory prerequisite for entering basic education. |
| School Structure | The school system includes Educación Parvularia, Educación Básica from 1st to 8th grade, and Educación Media from 1st to 4th year of secondary education. Upper secondary education includes humanistic-scientific, technical-professional, and artistic pathways. |
| Academic Year | The school year usually runs from March to December. For 2026, the national school year begins on 2 March for teachers and 4 March for students, with end dates varying by region and school schedule, generally in December. |
| Main Exams | Chile uses SIMCE national learning assessments to monitor school performance. Higher education admission is mainly linked to the Prueba de Acceso a la Educación Superior (PAES), administered through the centralized admission system supported by DEMRE and the Ministry of Education. |
| Higher Education | Higher education includes universities, professional institutes, and technical training centers. The Subsecretariat of Higher Education coordinates higher education policy, while accreditation and oversight involve bodies such as the National Accreditation Commission and the Superintendency of Higher Education. |
| Vocational Education | Vocational and technical education is offered through technical-professional secondary education and through post-secondary technical training centers and professional institutes. Secondary technical-professional pathways are an important route for students seeking employment-oriented qualifications. |
| Digital Education | Chile maintains national digital learning resources through platforms such as Aprendo en Línea, Curriculum Nacional, and digital educational resource portals linked to the Ministry of Education. |
| Governance | Education policy is led by the Ministry of Education, with specialized agencies for quality assurance, school supervision, early childhood education, public education, and higher education. The system combines centralized regulation and curriculum with regional implementation and a mixed provider model including public, state-subsidized private, and private institutions. |
| International Student Note | International students should verify recognition of prior studies, Spanish-language requirements, visa conditions, and institution-specific admission rules. Applicants to many universities may need to follow the centralized admission process or institutional admission procedures. |
| Last Verified | 2026-07-06 |
Latest Education Changes
Constitutional Court Removes Four Provisions From Escuelas Protegidas Bill (Chile, June 2026)
After constitutional review, four provisions of the Escuelas Protegidas bill were declared unconstitutional. The decision narrowed the bill before its final legal implementation.
Government Presents Bill to Reform the School Admission System (Chile, June 2026)
The government presented and signed a bill to modify Chile’s School Admission System. The proposal would replace the current lottery-centered model with a mixed application model that includes mutual choice and random allocation mechanisms.
National Council of School Directors Is Constituted (Chile, June 2026)
The Ministry of Education constituted the National Council of School Directors for Chile and held its first session. The council includes 25 school directors representing regions, dependencies, levels, and school contexts.
National Assessment Calendar Adds Impulso Lector and Adjusts Simce Applications (Chile, June 2026)
The Education Quality Agency published Chile’s 2026 national assessment calendar after the National Education Council approved an adjustment to the National and International Evaluations Plan. The calendar adds the census-based Impulso Lector assessment for 2nd grade and removes some previously expected 2026 applications.
DID Educación Parvularia 2026 Implementation Dates Are Published (Chile, June 2026)
The Education Quality Agency published the 2026 implementation dates for DID Educación Parvularia. The dates cover data updating and the DID Profundiza and DID Estratégico processes.
Superintendence Updates Criteria for School Security Technologies (Chile, June 2026)
The Superintendence of Education issued Dictamen No. 78 to update criteria on security measures in schools. The guidance clarifies conditions for using technologies such as metal detectors or similar devices to detect weapons or dangerous items.
Fortalece Platform Opens Free Training for School Leadership Teams (Chile, June 2026)
The Education Quality Agency opened Fortalece, a free online professional development platform for school directors and heads of pedagogical technical units. The modules are available from 8 June to 30 November 2026.
Congress Approves Escuelas Protegidas Bill and Sends It Toward Promulgation (Chile, June 2026)
The Chamber of Deputies approved the Escuelas Protegidas bill and completed its congressional processing. The initiative was left ready for presidential promulgation and publication in the Official Gazette, subject to the remaining constitutional and publication steps.
Monthly Change Archive
Chile Education System Statistics
Chile has a ministry-led national education system with mixed public, subsidized private, private paid, technical, and higher education providers. This module uses official MINEDUC school and higher education statistics for 2025, national curriculum and admission sources, OECD education indicators, World Bank finance data, PISA 2022 results, and INE Census 2024 attainment data. Source years differ because school, higher education, finance, assessment, and census data are collected on separate calendars.
Education System Snapshot
Snapshot values use the latest named source year shown on each card. Enrollment and provider counts are from the 2025 official statistical summary unless another source is stated.
Chile Education Pathway
The pathway shows the usual route from early childhood education to higher education. Ages are typical and may differ for adult education, special education, delayed progression, or institution-specific programs.
Governance and Responsibility Map
Chile’s education governance combines central policy with multiple provider types. Quality assurance, supervision, curriculum approval, admissions, and higher education data are handled by separate public bodies.
Ministerio de Educación
Sets national education policy, maintains core statistics through the Centro de Estudios, grants official recognition, and supports curriculum and school system administration.
Curriculum and CNED
Curriculum instruments are developed through the national curriculum system. The Consejo Nacional de Educación reviews and approves school curriculum and assessment instruments within the school quality assurance system.
Agencia de Calidad de la Educación
Evaluates learning outcomes, school performance, and development indicators. SIMCE is part of the national assessment system and is not a university admission test.
Superintendencia de Educación
Supervises compliance with education regulations for recognized providers and handles inspection and regulatory oversight functions.
Public Education and SLEP
Public school administration is moving from municipal administration toward Servicios Locales de Educación Pública. The 2025 summary reports 26 SLEP sponsors in operation.
SIES and Higher Education
The Servicio de Información de Educación Superior supports higher education enrollment and institution statistics through the Subsecretaría de Educación Superior.
DEMRE and PAES
DEMRE manages PAES publications and admission information for the centralized university admission process in coordination with the higher education access system.
Providers and institutions
Official 2025 data classify providers as JUNJI, Integra, municipal, subsidized private, private paid, delegated administration corporations, SLEP, CFT, IP, and universities.
Enrollment by Main Education Level
National enrollment counts by broad level, using MINEDUC/CEM official 2025 data. Higher education values count program enrollments as reported by SIES.
Basic and secondary values are grouped from the official level rows. Higher education enrollment includes students enrolled in more than one program where the SIES source reports program enrollment rather than unique persons.
Chart analysis
- Basic education has the largest broad-level enrollment in the 2025 summary, with 2,016,893 students.
- Higher education accounts for 1,455,639 program enrollments across CFT, IP, and universities.
- Early childhood enrollment is reported separately because JUNJI and Integra data use an August cut-off, while school establishment data use an April cut-off.
School Establishments by Administrative Provider
MINEDUC establishments with registered enrollment and in operation in 2025, grouped by administrative dependency.
The chart covers school establishments. It does not include JUNJI and Integra early childhood institutions or higher education institutions.
Chart analysis
- Subsidized private establishments form the largest school provider group by count in 2025.
- SLEP establishments are reported separately from municipal establishments in the official dependency categories.
- Provider count is not the same as student enrollment share because school size differs by provider type.
National Education System Indicators
The table combines official administrative counts, assessment data, finance values, and census indicators. Source years and units are shown separately to avoid mixing calendar systems.
| Area | Indicator | Value | Unit | Source year | Source | Notes |
|---|---|---|---|---|---|---|
| System structure | Main national authority | Ministerio de Educación | Authority | Current institutional source | Gobierno de Chile / MINEDUC | Central education ministry for the national system. |
| System structure | Recognized school levels | Parvularia, básica, media, superior | Levels | Current curriculum source | MINEDUC Curriculum Nacional | Official school pathway uses early childhood, basic, secondary, and higher education levels. |
| Compulsory education | Primary and secondary compulsory duration | 12 | Years | OECD review source, 2017 | OECD Reviews of National Policies for Education | Covers basic and secondary schooling, typically ages 6 to 18. |
| School levels | Basic education span | 1° básico to 8° básico | Grades | Current curriculum source | MINEDUC Curriculum Nacional | Eight grade levels are reported in official enrollment tables. |
| School levels | Secondary education span | 1° medio to 4° medio | Grades | Current curriculum source | MINEDUC Curriculum Nacional | Humanistic-scientific and technical-professional tracks are reported separately in the enrollment table. |
| Enrollment | Total education enrollment | 5,247,435 | Students / program enrollments | 2025 | MINEDUC Centro de Estudios | Includes early childhood, school, and higher education reporting groups. |
| Early childhood | Early childhood enrollment | 678,912 | Students | 2025 | MINEDUC Centro de Estudios | Includes regular and special early childhood categories in the 2025 summary. |
| Basic education | Basic education enrollment | 2,016,893 | Students | 2025 | MINEDUC Centro de Estudios | Sum of regular children, special, and adult basic education rows. |
| Basic education | Regular children basic enrollment | 1,963,530 | Students | 2025 | MINEDUC Centro de Estudios | Grades 1° básico to 8° básico. |
| Secondary education | Secondary education enrollment | 1,095,991 | Students | 2025 | MINEDUC Centro de Estudios | Sum of youth and adult secondary rows. |
| Secondary education | Youth humanistic-scientific secondary enrollment | 765,566 | Students | 2025 | MINEDUC Centro de Estudios | 1° medio to 4° medio humanistic-scientific route. |
| Vocational education | Youth technical-professional secondary enrollment | 244,105 | Students | 2025 | MINEDUC Centro de Estudios | 1° medio to 4° medio technical-professional rows in the official table. |
| Adult education | Adult basic education enrollment | 16,172 | Students | 2025 | MINEDUC Centro de Estudios | Adult basic route reported separately from regular children’s basic education. |
| Adult education | Adult secondary education enrollment | 86,320 | Students | 2025 | MINEDUC Centro de Estudios | Adult humanistic-scientific and technical-professional secondary rows. |
| Higher education | Total higher education enrollment | 1,455,639 | Program enrollments | 2025 | SIES / MINEDUC | SIES counts students enrolled in more than one program as program enrollments. |
| Higher education | Technical undergraduate enrollment | 322,186 | Program enrollments | 2025 | SIES / MINEDUC | Technical programs across CFT, IP, and universities. |
| Higher education | Professional undergraduate enrollment | 1,005,158 | Program enrollments | 2025 | SIES / MINEDUC | Largest higher education program group in the 2025 summary. |
| Higher education | Postítulo enrollment | 73,599 | Program enrollments | 2025 | SIES / MINEDUC | Post-title programs reported separately from graduate degrees. |
| Higher education | Master’s enrollment | 46,646 | Program enrollments | 2025 | SIES / MINEDUC | University master’s programs. |
| Higher education | Doctoral enrollment | 8,050 | Program enrollments | 2025 | SIES / MINEDUC | University doctoral programs. |
| Institutions | Early childhood institutions | 4,374 | Institutions | 2025 | MINEDUC Centro de Estudios | JUNJI and Integra institutions with enrollment in the official early childhood base. |
| Institutions | School establishments | 10,945 | Establishments | 2025 | MINEDUC Centro de Estudios | MINEDUC establishments with registered enrollment and in operation. |
| Institutions | Municipal school establishments | 3,194 | Establishments | 2025 | MINEDUC Centro de Estudios | Municipal dependency category. |
| Institutions | Subsidized private school establishments | 5,379 | Establishments | 2025 | MINEDUC Centro de Estudios | Particular subvencionado dependency category. |
| Institutions | Private paid school establishments | 595 | Establishments | 2025 | MINEDUC Centro de Estudios | Particular pagado dependency category. |
| Institutions | SLEP school establishments | 1,707 | Establishments | 2025 | MINEDUC Centro de Estudios | Servicio local de educación dependency category. |
| Institutions | Delegated administration establishments | 70 | Establishments | 2025 | MINEDUC Centro de Estudios | Corporación de administración delegada category. |
| Higher education | Higher education institutions | 121 | Institutions | 2025 | SIES / MINEDUC | CFT, IP, and universities in the official summary. |
| Higher education | Technical training centers | 39 | Institutions | 2025 | SIES / MINEDUC | Centros de formación técnica. |
| Higher education | Professional institutes | 28 | Institutions | 2025 | SIES / MINEDUC | Institutos profesionales. |
| Higher education | Universities | 54 | Institutions | 2025 | SIES / MINEDUC | Universities in the official higher education institution count. |
| Teachers | Total teachers in school establishments | 267,933 | Teachers | 2025 | MINEDUC Centro de Estudios | Registered teachers in establishments in operation as of 30 June. |
| Teachers | Classroom teachers | 219,309 | Teachers | 2025 | MINEDUC Centro de Estudios | Teachers whose main function is classroom teaching. |
| Teachers | Classroom teachers in children’s basic education | 122,247 | Teachers | 2025 | MINEDUC Centro de Estudios | Classroom teachers assigned to educación básica niños/as. |
| Teachers | Classroom teachers in youth secondary education | 61,341 | Teachers | 2025 | MINEDUC Centro de Estudios | Classroom teachers assigned to educación media jóvenes. |
| School workforce | Education assistants | 197,740 | Assistants | 2025 | MINEDUC Centro de Estudios | School assistants counted at the principal establishment when working in more than one school. |
| School workforce | Paradocente assistants | 60,910 | Assistants | 2025 | MINEDUC Centro de Estudios | Largest assistant function group in the 2025 table. |
| School workforce | Professional assistants | 44,652 | Assistants | 2025 | MINEDUC Centro de Estudios | Professional assistant category. |
| School finance | Government education expenditure | 4.9 | % of GDP | 2022 | World Bank | General government education expenditure as a share of GDP. |
| School finance | Primary-to-tertiary education investment | 5.9 | % of GDP | 2022 | OECD Education at a Glance 2025 | Total public and private spending on primary to tertiary education institutions. |
| School finance | Government funding share for primary, secondary, and post-secondary non-tertiary education | 80.1 | % of total funding before transfers | 2022 | OECD Education at a Glance 2025 | Funding source indicator; not an outcome measure. |
| Early childhood finance | Spending on children aged 3 to 5 | 0.70 | % of GDP | 2022 | OECD Education at a Glance 2025 | Total public and private expenditure on children aged 3 to 5. |
| Assessment | PISA mathematics mean score | 412 | PISA score points | 2022 | OECD PISA | Mean score for 15-year-old students. |
| Assessment | PISA reading mean score | 448 | PISA score points | 2022 | OECD PISA | Mean score for 15-year-old students. |
| Assessment | PISA science mean score | 444 | PISA score points | 2022 | OECD PISA | Mean score for 15-year-old students. |
| Assessment | Students at Level 2 or higher in PISA mathematics | 44 | % of students | 2022 | OECD PISA | PISA proficiency threshold indicator. |
| Assessment | Students at Level 2 or higher in PISA reading | 66 | % of students | 2022 | OECD PISA | PISA proficiency threshold indicator. |
| Assessment | Students at Level 2 or higher in PISA science | 64 | % of students | 2022 | OECD PISA | PISA proficiency threshold indicator. |
| Attainment | Average years of education, population aged 18 and over | 12.1 | Years | 2024 Census | INE Chile | Census attainment measure; not an enrollment count. |
| Admissions | PAES score scale | 100 to 1,000 | Score points | Current DEMRE source | DEMRE | Used in the centralized university admission process. |
| Admissions | Mandatory PAES tests for regular applicants | 2 | Tests | Admisión 2026 source | DEMRE / MINEDUC | Competencia Lectora and Competencia Matemática 1; at least one elective test is also part of the regular process for 4° medio students. |
Education Levels and ISCED Alignment
Chile’s local school terms do not map perfectly to international level labels. ISCED alignment is shown as a cautious reference rather than a replacement for local reporting categories.
| Level | Typical age | Years / grades | ISCED alignment | Authority / governance | Notes |
|---|---|---|---|---|---|
| Sala cuna and nivel medio | 85 days to 3 years | Sala cuna menor, sala cuna mayor, medio menor, medio mayor | ISCED 0 | Subsecretaría de Educación Parvularia, JUNJI, Integra, recognized providers | Early childhood entry ages are reported through MINEDUC guidance and official provider data. |
| Transition levels | 4 to 5 years | Nivel transición 1 and nivel transición 2 | ISCED 0 | MINEDUC and early childhood authorities | Transition levels appear in the official enrollment table across early childhood institutions and schools. |
| Basic education | 6 to 13 years | 1° básico to 8° básico | ISCED 1 and part of ISCED 2 | MINEDUC; schools by provider dependency | Chile reports basic education as one eight-grade school level. |
| Secondary humanistic-scientific education | 14 to 17 or 18 years | 1° medio to 4° medio | ISCED 3 general | MINEDUC; schools by provider dependency | This route is the largest youth secondary enrollment route in the 2025 summary. |
| Secondary technical-professional education | 14 to 17 or 18 years | 1° medio to 4° medio in reporting tables | ISCED 3 vocational | MINEDUC; technical-professional schools and programs | Technical-professional enrollment is reported separately from humanistic-scientific enrollment. |
| Special education | Varies by program | Special early childhood and basic routes in official data | Depends on level | MINEDUC and recognized school providers | Special education counts are included only where the official table reports them. |
| Adult basic and secondary education | Youth and adults outside regular-age progression | Adult basic and adult secondary routes | Depends on level | MINEDUC and recognized school providers | Adult education has separate rows in the official enrollment table. |
| Technical higher education | Post-secondary | Technical programs mainly through CFT and IP | Short-cycle tertiary / tertiary, depending on program | Subsecretaría de Educación Superior and SIES | CFT enroll 152,545 program enrollments in the 2025 higher education summary. |
| Professional undergraduate education | Post-secondary | Professional programs through IP and universities | Bachelor’s or equivalent / tertiary, depending on program | Subsecretaría de Educación Superior and SIES | Professional programs are the largest higher education program group in the 2025 data. |
| Postgraduate education | Postgraduate | Master’s and doctoral programs | Master’s and doctoral or equivalent | Universities, higher education authorities, accreditation bodies | Master’s and doctoral enrollment is reported separately in SIES-based data. |
Exams, Assessments, and Transitions
Chile uses school-based progression, national monitoring assessments, secondary completion credentials, and a centralized university admission route. These processes serve different purposes and should not be treated as one exam system.
| Transition | Exam or process | Typical stage | Managing authority | Purpose | Source note |
|---|---|---|---|---|---|
| Entry to early childhood levels | Age-based placement | Sala cuna, nivel medio, transition levels | MINEDUC early childhood authorities and providers | Places children in age-defined early childhood levels. | Ayuda MINEDUC age-level guidance. |
| Entry to basic education | School enrollment and age rules | 1° básico | MINEDUC and recognized providers | Starts the basic education route, usually at age 6. | MINEDUC curriculum and education level sources. |
| Basic school progression | School assessment and promotion rules | 1° básico to 8° básico | Schools under national regulation | Determines yearly promotion and certification within school levels. | MINEDUC regulations and school curriculum sources. |
| National learning monitoring | SIMCE and national assessment instruments | Selected school grades | Agencia de Calidad de la Educación | Monitors learning outcomes and school system indicators. It is not a student placement exam. | CNED and Agencia quality assurance sources. |
| Basic to secondary route | School continuation and admissions rules | After 8° básico | MINEDUC and school providers | Moves students into secondary education routes. | Official school-level structure and provider data. |
| Secondary route choice | Program pathway selection | Educación media | MINEDUC and recognized secondary schools | Separates humanistic-scientific and technical-professional pathways in official reporting. | MINEDUC/CEM 2025 enrollment rows. |
| Secondary completion | Licencia de Educación Media | 4° medio completion | MINEDUC and recognized schools | Certifies completion of secondary education and supports higher education access. | Official education system guides and MINEDUC sources. |
| Technical-professional completion | Secondary technical-professional credential route | Technical-professional educación media | MINEDUC and technical-professional schools | Supports technical pathway certification and progression to employment or postsecondary routes. | MINEDUC/CEM route data and official system guides. |
| University admission | PAES | After secondary education | DEMRE and Sistema de Acceso | Supports centralized admission to participating universities. | DEMRE PAES and admission factor sources. |
| PAES required components | Competencia Lectora, Competencia Matemática 1, and electives | Regular university admission process | DEMRE / MINEDUC | Combines mandatory and elective tests with NEM and ranking score in admission weights. | DEMRE factors and MINEDUC PAES information. |
| Technical higher education admission | Institution and program admission rules | After secondary education | CFT, IP, and higher education authorities | Supports entry to technical and professional postsecondary programs. | SIES/MINEDUC higher education institution categories. |
Higher Education and Technical Route Profile
Higher education values are from SIES-based 2025 data in the official MINEDUC statistical summary. Program enrollment is not the same as a unique-person count.
| Institution type | Institutions | Total enrollment | Technical programs | Professional programs | Postítulo | Master’s | Doctoral | Notes |
|---|---|---|---|---|---|---|---|---|
| Technical training centers | 39 | 152,545 | 152,439 | 0 | 106 | 0 | 0 | CFT route is concentrated in technical programs. |
| Professional institutes | 28 | 444,054 | 149,784 | 293,140 | 103 | 0 | 0 | IP route includes both technical and professional programs. |
| Universities | 54 | 859,040 | 19,963 | 712,018 | 72,363 | 46,646 | 8,050 | Universities account for 59% of higher education enrollment in the 2025 official summary. |
Source-Year Crosswalk
This crosswalk explains why values in the module should be read by source year and collection type rather than merged into a single-year system total.
| Indicator group | Primary source | Collection type | Source year | Coverage | Use in this module |
|---|---|---|---|---|---|
| Enrollment, teachers, assistants, providers | MINEDUC Centro de Estudios, Apuntes 108 | Administrative statistics | 2025 | Early childhood, school establishments, higher education institution categories | Snapshot, main charts, main indicator table, education levels, higher education profile. |
| Higher education enrollment | SIES / Subsecretaría de Educación Superior | Higher education administrative data | 2025 | CFT, IP, universities, program types | Higher education indicators and technical route table. |
| School structure and curriculum | MINEDUC Curriculum Nacional and Ayuda MINEDUC | Official curriculum and guidance sources | Current source pages | School levels, age guidance, curriculum documents | Education pathway and education levels table. |
| University admission | DEMRE and MINEDUC PAES sources | Admission process documentation | Admisión 2026 source pages | PAES tests, score scale, admission factors | Exams and transitions table. |
| Finance | World Bank and OECD Education at a Glance | Internationally harmonized finance indicators | 2022 | GDP-share and funding-source indicators | Finance rows in the national indicator table. |
| Learning outcomes | OECD PISA | International sample assessment | 2022 | 15-year-old student performance in mathematics, reading, and science | Assessment rows in the national indicator table. |
| Educational attainment | INE Census 2024 | National census indicator | 2024 Census | Population aged 18 and over | Average years of education indicator. |
Data Interpretation Notes
These notes explain how to read the indicators without converting descriptive statistics into unsupported judgments.
Enrollment counts use different cut-off dates
Early childhood data for JUNJI and Integra use an August cut-off. School establishment data use an April cut-off. Higher education data use April and May cut-offs depending on program type.
Higher education counts are program-based
The official SIES note states that higher education enrollment can include students enrolled in more than one program. It should not be read as a unique-person count.
Provider categories are not school quality categories
Municipal, SLEP, subsidized private, private paid, and delegated administration are governance and provider categories. They do not rank institutions or student outcomes.
Finance and outcomes use separate methods
Finance indicators use GDP-share and funding-source definitions. PISA uses a sample assessment of 15-year-olds. These indicators should not be merged into causal claims.
Adult and special education are separate routes
Adult and special education appear as separate source rows. Combining them with regular-age progression requires a stated method and a clear purpose.
National data can hide local variation
Chile’s national tables summarize provider categories across the country. They do not show establishment-level, municipality-level, SLEP-level, or regional variation.
Sources and Methodology
MINEDUC Centro de Estudios — Apuntes 108
Supports 2025 enrollment, teacher, assistant, provider, institution, and sponsor data used in the snapshot, charts, and main tables.
MINEDUC Curriculum Nacional
Supports school level structure, curriculum references, and education level descriptions for basic and secondary education.
Ayuda MINEDUC
Supports early childhood age-level guidance and state-subsidized school level categories.
DEMRE
Supports PAES test structure, admission factors, mandatory test references, and score scale notes used in the exams table.
OECD Education at a Glance 2025
Supports Chile finance indicators for education investment as a share of GDP, funding-source shares, and early childhood expenditure comparisons.
World Bank Education Data
Supports general government education expenditure as a share of GDP for Chile.
OECD PISA 2022
Supports mathematics, reading, science mean scores and Level 2 or higher proficiency percentages for 15-year-old students.
INE Chile Census 2024
Supports the average years of education indicator for the population aged 18 and over.
CNED and School Quality Assurance Sources
Supports governance notes on the school quality assurance system, curriculum approval, and assessment responsibilities.
Methodology: Enrollment totals are presented in the units used by the source. Broad-level enrollment values are grouped from official 2025 rows. Higher education values follow the SIES source note and may count program enrollments rather than unique persons. Finance values are reported in percentage-of-GDP or funding-share units. Assessment values use PISA 2022 sample assessment definitions. Census attainment is not merged with administrative enrollment counts. Values are rounded only where the original source reports them as percentages or where the displayed unit requires one decimal place.
Chile education indicators should not be merged across school-year, calendar-year, census-year, fiscal-year, assessment-year, provider, sector, and program-enrollment systems without a stated method. Provider counts, finance data, attainment data, and assessment scores describe different parts of the system.