Proportion of students at the end of lower secondary education in Qatar
Qatar: Proportion of students at the end of lower secondary education was 65.3% in 2018. ▲ Rising
Proportion of students at the end of lower secondary education in Qatar, 2006–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
In 2018, proportion of students at the end of lower secondary education in Qatar stood at 65.3%. That is the highest value across all 5 years on record.
That represents a change of up 17.9% on the previous year and up 55.3% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in Qatar peaked at 65.3% in 2018 and was at its lowest, 25.9%, in 2006.
That places Qatar 43rd out of 46 countries with data for 2018, putting it in the bottom quarter.
Proportion of students at the end of lower secondary education in Qatar, year by year
| Year | % | Change |
|---|---|---|
| 2006 | 25.9% | — |
| 2009 | 42.0% | +62.1% |
| 2012 | 53.0% | +26.1% |
| 2015 | 55.3% | +4.4% |
| 2018 | 65.3% | +17.9% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 34.0% | 25.9% | 42.0% | 2 |
| 2010s | 57.9% | 53.0% | 65.3% | 3 |
Countries ranked near Qatar
More reference data data for Qatar
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0059 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0397 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.0493 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0003 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0493 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.0199 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0071 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.1746 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0.2166 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0017 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary education in Qatar?
- Proportion of students at the end of lower secondary education in Qatar was 65.3% in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in Qatar?
- The highest recorded value was 65.3% in 2018.
- What is the lowest proportion of students at the end of lower secondary education recorded in Qatar?
- The lowest recorded value was 25.9% in 2006.
- How does Qatar rank for proportion of students at the end of lower secondary education?
- Qatar ranks 43rd out of 46 countries with data for 2018.
- Is proportion of students at the end of lower secondary education rising or falling in Qatar?
- Over the last ten years it is up 55.3%. The long-run trend across the full record is rising.
- Where does this Qatar 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, very affluent socioeconomic background, 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 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/