Proportion of students at the end of lower secondary education in France
France: Proportion of students at the end of lower secondary education was 93.8% in 2018. ▬ Flat
Proportion of students at the end of lower secondary education in France, 2000–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
In 2018, proportion of students at the end of lower secondary education in France stood at 93.8%. That is the lowest value across all 7 years on record.
That represents a change of down 0.6% on the previous year and down 0.9% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in France peaked at 96.3% in 2003 and was at its lowest, 93.8%, in 2018.
France ranks 7th of 41 countries on this measure, in the top quarter.
Proportion of students at the end of lower secondary education in France, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 95.9% | — |
| 2003 | 96.3% | +0.4% |
| 2006 | 94.7% | -1.8% |
| 2009 | 94.7% | +0.0% |
| 2012 | 95.9% | +1.3% |
| 2015 | 94.4% | -1.6% |
| 2018 | 93.8% | -0.6% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 95.4% | 94.7% | 96.3% | 4 |
| 2010s | 94.7% | 93.8% | 95.9% | 3 |
Countries ranked near France
More reference data data for France
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 5.48 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 2.93 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 22.63 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 2.81 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 22.63 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 18.36 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 11.75 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 14.49 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 106.68 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 15.3 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary education in France?
- Proportion of students at the end of lower secondary education in France was 93.8% in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in France?
- The highest recorded value was 96.3% in 2003.
- What is the lowest proportion of students at the end of lower secondary education recorded in France?
- The lowest recorded value was 93.8% in 2018.
- How does France rank for proportion of students at the end of lower secondary education?
- France 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 France?
- Over the last ten years it is down 0.9%. The long-run trend across the full record is flat.
- Where does this France 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, 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 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/