Proportion of students at the end of lower secondary education in Czechia
Czechia: Proportion of students at the end of lower secondary education was 0.7407 NPIA in 2018. ▼ Falling
Proportion of students at the end of lower secondary education in Czechia, 2000–2018
Source: UNESCO Institute for Statistics. Measured in NPIA.
Analysis
Czechia recorded 0.7407 NPIA for proportion of students at the end of lower secondary education in 2018. That is the lowest value across all 7 years on record.
Compared with earlier readings it is down 12.9% on the previous year and down 13.7% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in Czechia peaked at 0.9739 NPIA in 2000 and was at its lowest, 0.7407 NPIA, in 2018.
That places Czechia 31st out of 43 countries with data for 2018, putting it in the middle of the range.
Proportion of students at the end of lower secondary education in Czechia, year by year
| Year | NPIA | Change |
|---|---|---|
| 2000 | 0.9739 NPIA | — |
| 2003 | 0.9154 NPIA | -6.0% |
| 2006 | 0.7586 NPIA | -17.1% |
| 2009 | 0.8583 NPIA | +13.1% |
| 2012 | 0.8766 NPIA | +2.1% |
| 2015 | 0.8506 NPIA | -3.0% |
| 2018 | 0.7407 NPIA | -12.9% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 0.8765 NPIA | 0.7586 NPIA | 0.9739 NPIA | 4 |
| 2010s | 0.8227 NPIA | 0.7407 NPIA | 0.8766 NPIA | 3 |
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 education in Czechia?
- Proportion of students at the end of lower secondary education in Czechia was 0.7407 NPIA in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in Czechia?
- The highest recorded value was 0.9739 NPIA in 2000.
- What is the lowest proportion of students at the end of lower secondary education recorded in Czechia?
- The lowest recorded value was 0.7407 NPIA in 2018.
- How does Czechia rank for proportion of students at the end of lower secondary education?
- Czechia ranks 31st out of 43 countries with data for 2018.
- Is proportion of students at the end of lower secondary education rising or falling in Czechia?
- Over the last ten years it is down 13.7%. 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 education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA). Statizoid updates them automatically from the source API.
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CSV · JSON — 7 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
About this data
The Adjusted Native Parity Index (NPIA) is calculated by dividing the immigrant value for the indicator by the non-immigrant value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted native parity index is symmetrical around 1 and lies in the range 0-2. An adjusted NPI equal to 1 indicates parity between immigrants and non-immigrants. In general, a value less than 1 indicates disparity in favor of non-immigrants and a value greater than 1 indicates disparity in favor of immigrants. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/