Proportion of students at the end of lower secondary education in Macao
Macao: Proportion of students at the end of lower secondary education was 95.0% in 2018. ▲ Rising
Proportion of students at the end of lower secondary education in Macao, 2003–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
In 2018, proportion of students at the end of lower secondary education in Macao stood at 95.0%. That is the highest value across all 5 years on record.
Compared with earlier readings it is up 6.7% over ten years.
Over the whole period, proportion of students at the end of lower secondary education in Macao peaked at 95.0% in 2018 and was at its lowest, 88.8%, in 2003.
That places Macao 1st out of 56 countries with data for 2018, putting it in the top 10%.
Proportion of students at the end of lower secondary education in Macao, year by year
| Year | % | Change |
|---|---|---|
| 2003 | 88.8% | — |
| 2006 | 89.1% | +0.3% |
| 2009 | 89.0% | -0.0% |
| 2012 | 89.2% | +0.2% |
| 2018 | 95.0% | +6.5% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 89.0% | 88.8% | 89.1% | 3 |
| 2010s | 92.1% | 89.2% | 95.0% | 2 |
Countries ranked near Macao
More reference data data for Macao
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0073 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0032 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Manure Management 2.76 (2050)
- Emission Totals - Emissions (CH4) - Manure Management 0.0544 (2050)
- Emission Totals - Emissions (CH4) - IPCC Agriculture 0.0544 (2050)
- Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Manure Management 1.52 (2050)
- Emission Totals - Emissions (CO2eq) from CH4 (AR5) - IPCC Agriculture 1.52 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Manure left on Pasture 4.86 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Manure applied to Soils 3.48 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Agricultural Soils 8.57 (2050)
Frequently asked questions
- What is proportion of students at the end of lower secondary education in Macao?
- Proportion of students at the end of lower secondary education in Macao was 95.0% in 2018, according to UNESCO Institute for Statistics.
- What is the highest proportion of students at the end of lower secondary education recorded in Macao?
- The highest recorded value was 95.0% in 2018.
- What is the lowest proportion of students at the end of lower secondary education recorded in Macao?
- The lowest recorded value was 88.8% in 2003.
- How does Macao rank for proportion of students at the end of lower secondary education?
- Macao ranks 1st out of 56 countries with data for 2018.
- Is proportion of students at the end of lower secondary education rising or falling in Macao?
- Over the last ten years it is up 6.7%. The long-run trend across the full record is rising.
- Where does this Macao 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, 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/