Estonia vs Hong Kong, China: Proportion of students at the end of lower secondary education
Proportion of students at the end of lower secondary education over time
- Estonia
- Hong Kong, China
How they compare
Hong Kong, China currently reports 90.8% against 89.8% in Estonia, a difference of 1.0%.
Across all 5 years both countries report, Hong Kong, China has been ahead every year.
Estonia ranks 4th and Hong Kong, China ranks 3rd of 56 countries.
Hong Kong, China has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Estonia | Hong Kong, China | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 87.6% | 90.9% | 3.2% | Hong Kong, China |
| 2010s | 89.3% | 91.1% | 1.8% | Hong Kong, China |
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, Estonia or Hong Kong, China?
- Hong Kong, China, at 90.8% against 89.8% in Estonia as of 2018.
- What is the difference in proportion of students at the end of lower secondary education between Estonia and Hong Kong, China?
- 1.0%, with Hong Kong, China ahead.
- How many years of comparable data are there for Estonia and Hong Kong, China?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Hong Kong, China rank globally for proportion of students at the end of lower secondary education?
- Estonia ranks 4th and Hong Kong, China ranks 3rd of 56 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 mathematics, both sexes (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
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About this data
Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. 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/