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Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, urban areas, both sexes · UIS
Datasets 200
- Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience, urbanUIS · percent · 27 countries · to 2019
- Proportion of students in Grade 3 achieving at least a minimum proficiency level in mathematics, urban areas, both sexesUIS · percent · 25 countries · to 2023
- Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability, urbanUIS · percent · 21 countries · to 2016
- Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, urban areas, both sexesUIS · percent · 93 countries · to 2023
- Proportion of students at the end of primary education achieving at least a minimum proficiency level in reading, urban areas, both sexesUIS · percent · 85 countries · to 2023
- Proportion of students in Grade 3 achieving at least a minimum proficiency level in reading, urban areas, both sexesUIS · percent · 25 countries · to 2021
- Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, urban areas, both sexesUIS · percent · 86 countries · to 2023
- Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, urban areas, both sexesUIS · percent · 82 countries · to 2018
- Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience – Cognitive dimension, urbanUIS · percent · 40 countries · to 2019
- Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability - Cognitive Dimension, urbanUIS · percent · 30 countries · to 2022
- Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience – Non-cognitive dimension – Confidence, urbanUIS · percent · 28 countries · to 2019
- Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience – Non-cognitive dimension – Enjoyment, urbanUIS · percent · 28 countries · to 2019
- Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability – Non-cognitive Dimension – Multiculturalism, urbanUIS · percent · 28 countries · to 2022
- Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability – Non-cognitive Dimension – Freedom, urbanUIS · percent · 21 countries · to 2016
- Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability – Non-cognitive Dimension – Peace, urbanUIS · percent · 21 countries · to 2016
- Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability – Non-cognitive Dimension – Gender equality, urbanUIS · percent · 30 countries · to 2022
- Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability – Non-cognitive Dimension – Sustainable development, urbanUIS · percent · 30 countries · to 2022
- Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability – Non-cognitive Dimension – Social Justice, urbanUIS · percent · 28 countries · to 2022
- Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability – Non-cognitive Dimension – Global-local thinking, urbanUIS · percent · 30 countries · to 2022