Proportion of students at the end of lower secondary education in Macau, China
Macau, China: Proportion of students at the end of lower secondary education was 89.2% in 2018. ▬ Flat
Proportion of students at the end of lower secondary education in Macau, China, 2003–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
In 2018, proportion of students at the end of lower secondary education in Macau, China stood at 89.2%.
The figure is up 4.8% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in Macau, China peaked at 90.3% in 2003 and was at its lowest, 85.1%, in 2009.
Macau, China ranks 1st of 53 countries on this measure, in the top 10%.
Proportion of students at the end of lower secondary education in Macau, China, year by year
| Year | % | Change |
|---|---|---|
| 2003 | 90.3% | — |
| 2006 | 87.0% | -3.6% |
| 2009 | 85.1% | -2.2% |
| 2012 | 88.5% | +4.0% |
| 2018 | 89.2% | +0.7% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 87.5% | 85.1% | 90.3% | 3 |
| 2010s | 88.9% | 88.5% | 89.2% | 2 |
Countries ranked near Macau, China
More reference data data for Macau, China
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0039 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0073 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0032 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Agricultural 8.57 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Agricultural Soils 8.57 (2050)
- Emission Totals - Direct emissions (N2O) - Manure applied to Soils 0.0092 (2050)
- Emission Totals - Direct emissions (N2O) - IPCC Agriculture 0.025 (2050)
- Emission Totals - Emissions (CO2eq) from CH4 (AR5) - IPCC Agriculture 1.52 (2050)
- Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Manure Management 1.52 (2050)
- Emission Totals - Emissions (CH4) - IPCC Agriculture 0.0544 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary education in Macau, China?
- Proportion of students at the end of lower secondary education in Macau, China was 89.2% in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in Macau, China?
- The highest recorded value was 90.3% in 2003.
- What is the lowest proportion of students at the end of lower secondary education recorded in Macau, China?
- The lowest recorded value was 85.1% in 2009.
- How does Macau, China rank for proportion of students at the end of lower secondary education?
- Macau, China ranks 1st out of 53 countries with data for 2018.
- Is proportion of students at the end of lower secondary education rising or falling in Macau, China?
- Over the last ten years it is up 4.8%. The long-run trend across the full record is flat.
- Where does this Macau, China 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 reading, both sexes (%). Statizoid updates them automatically from the source API.
Download this data
CSV · JSON — 5 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
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/