Proportion of students at the end of lower secondary education in Brazil
Brazil: Proportion of students at the end of lower secondary education was 29.8% in 2018. ▲ Rising
Proportion of students at the end of lower secondary education in Brazil, 2000–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for proportion of students at the end of lower secondary education in Brazil is 29.8%, measured in 2018. That is the highest value across all 7 years on record.
The figure is up 13.3% on the previous year and up 6.8% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in Brazil peaked at 29.8% in 2018 and was at its lowest, 15.9%, in 2000.
Brazil ranks 45th of 50 countries on this measure, in the bottom quarter.
Proportion of students at the end of lower secondary education in Brazil, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 15.9% | — |
| 2003 | 22.5% | +41.6% |
| 2006 | 24.3% | +7.9% |
| 2009 | 27.9% | +14.8% |
| 2012 | 28.0% | +0.1% |
| 2015 | 26.3% | -5.9% |
| 2018 | 29.8% | +13.3% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 22.7% | 15.9% | 27.9% | 4 |
| 2010s | 28.1% | 26.3% | 29.8% | 3 |
Countries ranked near Brazil
More reference data data for Brazil
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 13.82 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 72.83 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 139.27 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 9.01 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 139.27 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 46.34 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 18.99 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 405.35 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 699.19 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 49.04 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary education in Brazil?
- Proportion of students at the end of lower secondary education in Brazil was 29.8% in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in Brazil?
- The highest recorded value was 29.8% in 2018.
- What is the lowest proportion of students at the end of lower secondary education recorded in Brazil?
- The lowest recorded value was 15.9% in 2000.
- How does Brazil rank for proportion of students at the end of lower secondary education?
- Brazil ranks 45th out of 50 countries with data for 2018.
- Is proportion of students at the end of lower secondary education rising or falling in Brazil?
- Over the last ten years it is up 6.8%. The long-run trend across the full record is rising.
- Where does this Brazil 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, female (%). 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/