Proportion of students at the end of lower secondary education in Czechia
Czechia: Proportion of students at the end of lower secondary education was 0.7591 LTPIA in 2018. ▬ Flat
Proportion of students at the end of lower secondary education in Czechia, 2000–2018
Source: UNESCO Institute for Statistics. Measured in LTPIA.
Analysis
Czechia recorded 0.7591 LTPIA for proportion of students at the end of lower secondary education in 2018.
Compared with earlier readings it is down 6.0% on the previous year and down 18.2% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in Czechia peaked at 1.02 LTPIA in 2003 and was at its lowest, 0.6938 LTPIA, in 2000.
Czechia ranks 29th of 47 countries on this measure, in the middle of the range.
Proportion of students at the end of lower secondary education in Czechia, year by year
| Year | LTPIA | Change |
|---|---|---|
| 2000 | 0.6938 LTPIA | — |
| 2003 | 1.02 LTPIA | +46.9% |
| 2006 | 0.7472 LTPIA | -26.7% |
| 2009 | 0.9284 LTPIA | +24.3% |
| 2012 | 0.8753 LTPIA | -5.7% |
| 2015 | 0.8075 LTPIA | -7.7% |
| 2018 | 0.7591 LTPIA | -6.0% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 0.8471 LTPIA | 0.6938 LTPIA | 1.02 LTPIA | 4 |
| 2010s | 0.814 LTPIA | 0.7591 LTPIA | 0.8753 LTPIA | 3 |
Countries ranked near Czechia
More reference data data for Czechia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.5039 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.1071 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 2.08 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.3319 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 2.08 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.69 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.11 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.5681 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 9.83 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 1.81 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary education in Czechia?
- Proportion of students at the end of lower secondary education in Czechia was 0.7591 LTPIA in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in Czechia?
- The highest recorded value was 1.02 LTPIA in 2003.
- What is the lowest proportion of students at the end of lower secondary education recorded in Czechia?
- The lowest recorded value was 0.6938 LTPIA in 2000.
- How does Czechia rank for proportion of students at the end of lower secondary education?
- Czechia ranks 29th out of 47 countries with data for 2018.
- Is proportion of students at the end of lower secondary education rising or falling in Czechia?
- Over the last ten years it is down 18.2%. The long-run trend across the full record is flat.
- Where does this Czechia 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, adjusted speaks language of the test parity index (LTPIA). Statizoid updates them automatically from the source API.
Download this data
CSV · JSON — 7 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
About this data
The adjusted speaks language of the test parity index (LTPIA) is calculated by dividing the value for the indicator for students who do not speak the language of the test at home by the value for the indicator for students who speak the language of the test at home. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted speaks language of the test parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LTPI equal to 1 indicates parity between students who do and do not speak the language of the test at home. In general, a value less than 1 indicates disparity in favor of students who speak the language of test at home. A value greater than 1 indicates disparity in favor of students who do not speak the language of the test at home. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/