Proportion of students at the end of lower secondary education in Czechia
Czechia: Proportion of students at the end of lower secondary education was 85.3% in 2018. ▬ Flat
Proportion of students at the end of lower secondary education in Czechia, 2000–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
Czechia recorded 85.3% for proportion of students at the end of lower secondary education in 2018. That is the highest value across all 6 years on record.
Compared with earlier readings it is up 5.3% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in Czechia peaked at 85.3% in 2018 and was at its lowest, 78.4%, in 2000.
That places Czechia 7th out of 41 countries with data for 2018, putting it in the top quarter.
Proportion of students at the end of lower secondary education in Czechia, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 78.4% | — |
| 2003 | 84.7% | +8.1% |
| 2006 | 81.9% | -3.3% |
| 2009 | 81.0% | -1.1% |
| 2012 | 79.4% | -2.0% |
| 2018 | 85.3% | +7.5% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 81.5% | 78.4% | 84.7% | 4 |
| 2010s | 82.3% | 79.4% | 85.3% | 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 education in Czechia?
- Proportion of students at the end of lower secondary education in Czechia was 85.3% 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 85.3% in 2018.
- What is the lowest proportion of students at the end of lower secondary education recorded in Czechia?
- The lowest recorded value was 78.4% in 2000.
- How does Czechia rank for proportion of students at the end of lower secondary education?
- Czechia ranks 7th out of 41 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 up 5.3%. The long-run trend across the full record is flat.
- 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, urban areas, both sexes (%). Statizoid updates them automatically from the source API.
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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/