Proportion of students at the end of lower secondary achieving at in Czechia
Czechia: Proportion of students at the end of lower secondary achieving at was 0.7897 LPIA in 2018. ▼ Falling
Proportion of students at the end of lower secondary achieving at in Czechia, 2000–2018
Source: UNESCO Institute for Statistics. Measured in LPIA.
Analysis
Czechia recorded 0.7897 LPIA for proportion of students at the end of lower secondary achieving at in 2018. That is the lowest value across all 6 years on record.
That represents a change of down 11.2% over ten years.
Over the whole period, proportion of students at the end of lower secondary achieving at in Czechia peaked at 0.9773 LPIA in 2012 and was at its lowest, 0.7897 LPIA, in 2018.
That places Czechia 24th out of 39 countries with data for 2018, putting it in the middle of the range.
Proportion of students at the end of lower secondary achieving at in Czechia, year by year
| Year | LPIA | Change |
|---|---|---|
| 2000 | 0.9389 LPIA | — |
| 2003 | 0.9569 LPIA | +1.9% |
| 2006 | 0.9624 LPIA | +0.6% |
| 2009 | 0.889 LPIA | -7.6% |
| 2012 | 0.9773 LPIA | +9.9% |
| 2018 | 0.7897 LPIA | -19.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 0.9368 LPIA | 0.889 LPIA | 0.9624 LPIA | 4 |
| 2010s | 0.8835 LPIA | 0.7897 LPIA | 0.9773 LPIA | 2 |
Countries ranked near Czechia
More reference data data for Czechia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.5039 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.1071 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 2.08 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.3319 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 2.08 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.69 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.11 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.5681 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 9.83 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 1.81 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary achieving at in Czechia?
- Proportion of students at the end of lower secondary achieving at in Czechia was 0.7897 LPIA in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary achieving at recorded in Czechia?
- The highest recorded value was 0.9773 LPIA in 2012.
- What is the lowest proportion of students at the end of lower secondary achieving at recorded in Czechia?
- The lowest recorded value was 0.7897 LPIA in 2018.
- How does Czechia rank for proportion of students at the end of lower secondary achieving at?
- Czechia ranks 24th out of 39 countries with data for 2018.
- Is proportion of students at the end of lower secondary achieving at rising or falling in Czechia?
- Over the last ten years it is down 11.2%. The long-run trend across the full record is falling.
- Where does this Czechia data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA). Statizoid updates them automatically from the source API.
Download this data
CSV · JSON — 6 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
About this data
The Adjusted Location Parity Index (LPIA) is calculated by dividing the rural value for the indicator by the urban value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted location parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LPI equal to 1 indicates parity between rural and urban locations. In general, a value less than 1 indicates disparity in favor of urban locations and a value greater than 1 indicates disparity in favor of rural locations. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/