Lithuania vs Netherlands: Proportion of students at the end of lower secondary education
Proportion of students at the end of lower secondary education over time
- Lithuania
- Netherlands
How they compare
Netherlands currently reports 89.5% against 88.8% in Lithuania, a difference of 0.7%.
Across all 5 years both countries report, Netherlands has been ahead every year.
Lithuania ranks 23rd and Netherlands ranks 21st of 46 countries.
Netherlands has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Lithuania | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 90.0% | 94.8% | 4.7% | Netherlands |
| 2010s | 89.0% | 92.3% | 3.2% | Netherlands |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher proportion of students at the end of lower secondary education, Lithuania or Netherlands?
- Netherlands, at 89.5% against 88.8% in Lithuania as of 2018.
- What is the difference in proportion of students at the end of lower secondary education between Lithuania and Netherlands?
- 0.7%, with Netherlands ahead.
- How many years of comparable data are there for Lithuania and Netherlands?
- 5 years are reported by both, from 2006 to 2018.
- How do Lithuania and Netherlands rank globally for proportion of students at the end of lower secondary education?
- Lithuania ranks 23rd and Netherlands ranks 21st of 46 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, very affluent socioeconomic background, both sexes (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in reading. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluación de la Calidad de la Educación (LLECE), Programme d’analyse des systèmes éducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People’s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/