Proportion of students at the end of lower secondary education in Tunisia
Tunisia: Proportion of students at the end of lower secondary education was 29.1% in 2015. ▲ Rising
Proportion of students at the end of lower secondary education in Tunisia, 2003–2015
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
Tunisia recorded 29.1% for proportion of students at the end of lower secondary education in 2015.
That represents a change of down 43.0% on the previous year and down 28.4% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in Tunisia peaked at 51.1% in 2012 and was at its lowest, 13.0%, in 2003.
Tunisia ranks 47th of 47 countries on this measure, in the bottom quarter.
Proportion of students at the end of lower secondary education in Tunisia, year by year
| Year | % | Change |
|---|---|---|
| 2003 | 13.0% | — |
| 2006 | 40.7% | +213.7% |
| 2009 | 49.9% | +22.6% |
| 2012 | 51.1% | +2.5% |
| 2015 | 29.1% | -43.0% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 34.5% | 13.0% | 49.9% | 3 |
| 2010s | 40.1% | 29.1% | 51.1% | 2 |
Countries ranked near Tunisia
More reference data data for Tunisia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.148 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 1.86 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 3.38 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.1317 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 3.38 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.4961 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.1849 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 8.07 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 14.52 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.7169 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary education in Tunisia?
- Proportion of students at the end of lower secondary education in Tunisia was 29.1% in 2015, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in Tunisia?
- The highest recorded value was 51.1% in 2012.
- What is the lowest proportion of students at the end of lower secondary education recorded in Tunisia?
- The lowest recorded value was 13.0% in 2003.
- How does Tunisia rank for proportion of students at the end of lower secondary education?
- Tunisia ranks 47th out of 47 countries with data for 2015.
- Is proportion of students at the end of lower secondary education rising or falling in Tunisia?
- Over the last ten years it is down 28.4%. The long-run trend across the full record is rising.
- Where does this Tunisia 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, spoke the language of the test at home, 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/