Tweet
Politics and government
Population and Family
Economy and industry
Work
Education and media
Science and technology
Environment and energy
International relations and national identity
Security
Health
Food
Leisure and Sports
Life
[Education in general] General government expenditures for Education, as % of GDP
[Education in general] % of those who think that education is the most important issue for their country
[Education in general] % of those who would like to see more government spending in education
[Education in general] % of those who think that the government should primarily provide school education for children
[Education in general] % of those who think that private companies should primarily provide school education for children
[Education in general] % of those who think it is right that the rich can buy better education for their children
[Education in general] % of those who think it is fair that the rich can afford better education for their children
[Education in general] % of those who think it is wrong that the rich can buy better education for their children
[Education in general] % of those who think it is unfair that the rich can afford better education for their children
[Education in general] % of those who think that men have more opportunities of getting a good education
[Education in general] % of those who think that women have more opportunities of getting a good education
[Education in general] % of those who think that men and women have about the same opportunities of getting a good education
[Education in general] % of those who have confidence in the educational system (5 choices)
[Education in general] % of those who are optimistic about the future of their country's education system
[Education in general] % of those who speak only one language well enough to hold a conversation in
[Education in general] Literacy proficiency among 16-65 years-olds: Average score (0-500)
[Education in general] Numeracy proficiency among 16-65 years-olds: Average score (0-500)
[Education in general] Proficiency of problem solving in technology-rich environments proficiency among 16-65 years-olds: Average score (0-500)
[Education in general] % of those who like learning new things
[Education in general] % of those who try to relate new ideas to real life
[Education in general] % of those who try to relate new things to existing knowledge
[Education in general] % of those who like to solve difficult problems
[Education in general] % of those who like to fit different ideas together
[Education in general] % of those who look for additional information to understand things
[Education in general] Time in school or classes (men and women, minutes per day per person)
[Education in general] Time in school or classes (men, minutes per day per person)
[Education in general] Time in school or classes (women, minutes per day per person)
[Pre-primary education] Pre-school enrolment rates, children aged 0 to 2 year old
[Pre-primary education at home] % of the parents who often read books to their child before they began primary school
[Pre-primary education at home] % of the parents who often told stories to their child before they began primary school
[Pre-primary education at home] % of the parents who often sang songs to their child before they began primary school
[Pre-primary education at home] % of the parents who often played with alphabet toys with their child before they began primary school
[Pre-primary education at home] % of the parents who often talked about things to their child before they began primary school
[Pre-primary education at home] % of the parents who often talked about what they had read to their child before they began primary school
[Pre-primary education at home] % of the parents who often played word games with their child before they began primary school
[Pre-primary education at home] % of the parents who often wrote letters or words to their child before they began primary school
[Pre-primary education at home] % of the parents who often read aloud signs and labels to their child before they began primary school
[Pre-primary education at home] % of the parents who often sang counting songs to their child before they began primary school
[Pre-primary education at home] % of the parents who often played with number toys with their child before they began primary school
[Pre-primary education at home] % of the parents who often counted different things to their child before they began primary school
[Pre-primary education at home] % of the parents who often played games involving shapes with their child before they began primary school
[Pre-primary education at home] % of the parents who often played with building blocks or construction toys with their child before they began primary school
[Pre-primary education at home] % of the parents who often played board or card games with their child before they began primary school
[Pre-primary education at home] % of the parents who often wrote numbers to their child before they began primary school
[Pre-primary education at home] % of the parents who often drew shapes to their child before they began primary school
[Pre-primary education at home] % of the parents who often measured or weighed things with their child before they began primary school
[Pre-primary education on letters] % of the children who could recognize most of the letters of the alphabet very well when they began primary school
[Pre-primary education on letters] % of the children who could read some words very well when they began primary school
[Pre-primary education on letters] % of the children who could read sentences very well when they began primary school
[Pre-primary education on letters] % of the children who could read a story very well when they began primary school
[Pre-primary education on letters] % of the children who could write letters of the alphabet very well when they began primary school
[Pre-primary education on letters] % of the children who could write his/her name very well when they began primary school
[Pre-primary education on letters] % of the children who could write words other than his/her name very well when they began primary school
[Pre-primary education on numbers] % of the children who could count by himself/ herself up to 100 or higher when they began primary school
[Pre-primary education on numbers] % of the children who could recognize written numbers up to 100 or higher when they began primary school
[Pre-primary education on numbers] % of the children who could write numbers up to 100 or higher when they began primary school
[Pre-primary education on numbers] % of the children who could do simple addition up to 100 or higher when they began primary school
[Pre-primary education on numbers] % of the children who could do simple subtraction up to 100 or higher when they began primary school
[Primary school] Average class size in primary education (public and private)
[Primary school] Average class size in primary education (public)
[Primary school] Average class size in primary education (private)
[Primary school] Ratio of students to teaching staff in primary schools (public and private)
[Primary school] Ratio of students to teaching staff in primary schools (public)
[Primary school] Ratio of students to teaching staff in primary schools (private)
[Primary school] Teachers' statutory annual teaching time in primary education
[Primary school students - home] % of Grade 4 students who have their own room
[Primary school students - home] % of Grade 4 students who have internet connection at home
[Primary school students - home] % of Grade 4 students who have their own mobile phone
[Primary school students - school life] % of Grade 4 students who are absent from school once a week
[Primary school students - school life] % of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday
[Primary school students - school life] % of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday
[Primary school students - school life] % of Grade 4 students who agree a lot that they like being in school
[Primary school students - school life] % of Grade 4 students who agree a lot that they feel safe at school
[Primary school students - school life] % of Grade 4 students who agree a lot that they feel like they belong at the school
[Primary school students - school life] % of Grade 4 students who agree a lot that teachers at their school are fair to them
[Primary school students - school life] % of Grade 4 students who agree a lot that they are proud to go to their school
[Primary school students - school life] % of Grade 4 students who say that other students made fun of them or called them names
[Primary school students - school life] % of Grade 4 students who say that other students left them out of games or activities
[Primary school students - school life] % of Grade 4 students who say that other students spread lies about them
[Primary school students - school life] % of Grade 4 students who say that other students stole something from them
[Primary school students - school life] % of Grade 4 students who say that other students damaged something of theirs on purpose
[Primary school students - school life] % of Grade 4 students who say that other students hit or hurt them
[Primary school students - school life] % of Grade 4 students who say that other students made them do things they didn't want to do
[Primary school students - school life] % of Grade 4 students who say that other students sent them nasty or hurtful messages online
[Primary school students - school life] % of Grade 4 students who say that other students shared nasty or hurtful things about them online
[Primary school students - school life] % of Grade 4 students who say that other students shared embarrassing photos of them online
[Primary school students - school life] % of Grade 4 students who say that other students threatened them
[Primary school students - mathematics] Average score of mathematics achievement of 4th grade
[Primary school students - mathematics] % of Grade 4 students who work problems on their own in every or almost every lesson
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they enjoy learning mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they wish they did not have to study mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics is boring
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they learn many interesting things in mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they like mathematics very much
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they like any schoolwork that involves numbers
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they like to solve mathematics problems
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they look forward to mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics is one of their favorite subjects
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher is good at explaining mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher does a variety of things to help them learn in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson
[Primary school students - mathematics] % of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson
[Primary school students - mathematics] % of Grade 4 students who say that it is too disorderly for students to work well in every or almost every mathematics lesson
[Primary school students - mathematics] % of Grade 4 students who say that their teacher has to wait a long time for students to quiet down in every or almost everymathematics lesson
[Primary school students - mathematics] % of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson
[Primary school students - mathematics] % of Grade 4 students who say that their teacher has to keep telling them to follow the classroom rules in every or almost every mathematics lesson
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they usually do well in mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they are just not good at mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they learn things quickly in mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics makes them nervous
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics is harder for them than any other subject
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics makes them confused
[Primary school students - science] Average score of science achievement of 4th grade
[Primary school students - science] % of Grade 4 students who conduct science experiments at least once a week
[Primary school students - science] % of Grade 4 students who agree a lot that they enjoy learning science
[Primary school students - science] % of Grade 4 students who agree a lot that they wish they did not have to study science
[Primary school students - science] % of Grade 4 students who agree a lot that science is boring
[Primary school students - science] % of Grade 4 students who agree a lot that they learn many interesting things in science
[Primary school students - science] % of Grade 4 students who agree a lot that they like science very much
[Primary school students - science] % of Grade 4 students who agree a lot that science teaches them how things in the world work
[Primary school students - science] % of Grade 4 students who agree a lot that they look forward to learning science
[Primary school students - science] % of Grade 4 students who agree a lot that science teaches them how things in the world work
[Primary school students - science] % of Grade 4 students who agree a lot that science is one of their favorite subjects
[Primary school students - science] % of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher is good at explaining science
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher does a variety of things to help them learn in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that they usually do well in science
[Primary school students - science] % of Grade 4 students who agree a lot that science is harder for them than for many of their classmates
[Primary school students - science] % of Grade 4 students who agree a lot that they are just not good at science
[Primary school students - science] % of Grade 4 students who agree a lot that they learn things quickly in science
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher tells them they are good at science
[Primary school students - science] % of Grade 4 students who agree a lot that science is harder for them than any other subject
[Primary school students - science] % of Grade 4 students who agree a lot that science makes them confused
[Primary school students - instruction out of school] % of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months
[Primary school students - instruction out of school] % of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their childfs school does a good job including them in their childfs education
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their childfs school cares about their child's progress in school
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their child's school does a good job informing them of his/her progress
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their child's school does a good job in helping him/her become better in reading
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their child's school does a good job in helping him/her become better in mathematics
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their child's school does a good job in helping him/her become better in science
[Primary school - future educational plan] % of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree
[Primary school - future educational plan] % of the parents of Grade 4 students who expect their child to finish postgraduate degree
[Lower secondary school] Average class size in lower secondary education (public and private)
[Lower secondary school] Average class size in lower secondary education (public)
[Lower secondary school] Average class size in lower secondary education (private)
[Lower secondary school] Ratio of students to teaching staff in lower secondary education (public and private)
[Lower secondary school] Ratio of students to teaching staff in lower secondary education (public)
[Lower secondary school] Ratio of students to teaching staff in lower secondary education (private)
[Lower secondary school] Teachers' statutory annual teaching time in lower secondary education
[Lower secondary school students - home] % of Grade 8 students who have their own room
[Lower secondary school students - home] % of Grade 8 students who have internet connection at home
[Lower secondary school students - home] % of Grade 8 students who have their own mobile phone
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to access the textbook or other course materials
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to access assignments posted online by their teacher
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to collaborate with classmates on assignments or projects
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to communicate with the teacher
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to find information, articles, or tutorials to aid in understanding mathematics or science
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to access learning games or activities related to mathematics or science
[Lower secondary school students - School life] % of Grade 8 students who are absent from school once a week
[Lower secondary school students - School life] % of Grade 8 students who feel tired when they arrive at school everyday/ almost everyday
[Lower secondary school students - School life] % of Grade 8 students who feel hungry when they arrive at school everyday/ almost everyday
[Lower secondary school students - School life] % of Grade 8 students who agree a lot that they like being in school
[Lower secondary school students - School life] % of Grade 8 students who agree a lot that they feel safe at school
[Lower secondary school students - School life] % of Grade 8 students who agree a lot that they feel like they belong at the school
[Lower secondary school students - School life] % of Grade 8 students who agree a lot that teachers at their school are fair to them
[Lower secondary school students - School life] % of Grade 8 students who agree a lot that they are proud to go to their school
[Lower secondary school students - School life] % of Grade 8 students who say that other students said mean things about their physical appearance
[Lower secondary school students - School life] % of Grade 8 students who say that other students spread lies about them
[Lower secondary school students - School life] % of Grade 8 students who say that other students shared their secrets with others
[Lower secondary school students - School life] % of Grade 8 students who say that other students refused to talk to them
[Lower secondary school students - School life] % of Grade 8 students who say that other students insulted a member of their family
[Lower secondary school students - School life] % of Grade 8 students who say that other students stole something from them
[Lower secondary school students - School life] % of Grade 8 students who say that other students made them do things they didn't want to do
[Lower secondary school students - School life] % of Grade 8 students who say that other students sent them nasty or hurtful messages online
[Lower secondary school students - School life] % of Grade 8 students who say that other students shared nasty or hurtful things about them online
[Lower secondary school students - School life] % of Grade 8 students who say that other students shared embarrassing photos of them online
[Lower secondary school students - School life] % of Grade 8 students who say that other students threatened them
[Lower secondary school students - School life] % of Grade 8 students who say that other students physically hurt them
[Lower secondary school students - School life] % of Grade 8 students who say that other students excluded them from their group
[Lower secondary school students - School life] % of Grade 8 students who say that other students damaged something of theirs on purpose
[Lower secondary school students - Mathematics] Average score of mathematics achievement of 8th grade
[Lower secondary school students - Mathematics] % of Grade 8 students who work problems on their own in every or almost every lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they enjoy learning mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they wish they did not have to study mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics is boring
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they learn many interesting things in mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they like mathematics very much
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they like any schoolwork that involves numbers
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they like to solve mathematics problems
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they look forward to mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics is one of their favorite subjects
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they know what their teacher expects them to do in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher is easy to understand in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher is good at explaining mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher does a variety of things to help them learn in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher explains a topic again when they don't understand in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who say that there is disruptive noise in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who say that it is too disorderly for students to work well in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who say that their teacher has to wait a long time for students to quiet down in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who say that students interrupt the teacher in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who say that their teacher has to keep telling them to follow the classroom rules in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they usually do well in mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics is harder for them than for many of their classmates
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics is not one of their strengths
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they learn things quickly in mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics makes them nervous
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they are good at working out difficult mathematics problems
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher tells them they are good at mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics is harder for them than any other subject
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics makes them confused
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that learning mathematics will help them in their daily life
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they need mathematics to learn other school subjects
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they need to do well in mathematics to get into the university of their choice
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they need to do well in mathematics to get the job they want
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they would like a job that involves using mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that it is important to learn about mathematics to get ahead in the world
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that learning mathematics will give them more job opportunities when they are adults
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their parents think that it is important that they do well in mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that it is important to do well in mathematics
[Lower secondary school students - Science] Average score of science achievement of 8th grade
[Lower secondary school students - Science] % of Grade 8 students who conduct science experiments at least once a week
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they enjoy learning science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they wish they did not have to study science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science is boring
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they learn many interesting things in science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they like science very much
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they look forward to science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science teaches them how things in the world work
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they like to conduct science experiments
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science is one of their favorite subjects
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they know what their teacher expects them to do in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher is easy to understand in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher has clear answers to their questions in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher is good at explaining science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher does a variety of things to help them learn in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher explains a topic again when they don't understand in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they usually do well in science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science is harder for them than for many of their classmates
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science is not one of their strengths
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they learn things quickly in science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they are good at working out difficult science problems
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher tells them they are good at science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science is harder for them than any other subject
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science makes them confused
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that learning science will help them in their daily life
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they need science to learn other school subjects
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they need to do well in science to get into the university of their choice
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they need to do well in science to get the job they want
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they would like a job that involves using science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that it is important to learn about science to get ahead in the world
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that learning science will give them more job opportunities when they are adults
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their parents think that it is important that they do well in science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that it is important to do well in science
[Lower secondary school students - Science] % of Grade 8 students whose teacher gives them homework in mathematics every day
[Lower secondary school students - Science] % of Grade 8 students whose teacher gives them homework in science every day
[Lower secondary school students - instruction out of school] % of Grade 8 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months
[Lower secondary school students - instruction out of school] % of Grade 8 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months
[Lower secondary school students - future educational plan] % of Grade 8 students who expect them to finish undergraduate or postgraduate degree
[Lower secondary school students - future educational plan] % of Grade 8 students who expect them to finish postgraduate degree
[Lower secondary education teachers] Lower secondary education teachers: Total working hours
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on teaching
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on individual planning or preparation of lessons either at school or out of school
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on team work and dialogue with colleagues within the school
[Lower secondary education teachers] Lower secondary education teachers: Hours spent marking/correcting of student work
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on counselling students
[Lower secondary education teachers] Lower secondary education teachers: Hours spent in participation in school management
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on general administrative work (including communication, paperwork, and other clerical duties)
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on professional development activities
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on communication and co-operation with parents or guardians
[Lower secondary education teachers] Lower secondary education teachers: Hours spent engaging in extracurricular activities
[Lower secondary education teachers] Lower secondary education teachers: Hours spent engaging in other work tasks
[Lower secondary education teachers] % of lower secondary education teachears who think that the teaching profession is valued in society
[Lower secondary education teachers] % of lower secondary education teachers who present a summary of recently learned content
[Lower secondary education teachers] % of lower secondary education teachers who set goals at the beginning of instruction
[Lower secondary education teachers] % of lower secondary education teachers who explain what they expect students to learn
[Lower secondary education teachers] % of lower secondary education teachers who explain how new and old topics are related
[Lower secondary education teachers] % of lower secondary education teachers who present tasks for which there is no obvious solution
[Lower secondary education teachers] % of lower secondary education teachers who give tasks that require students to think critically
[Lower secondary education teachers] % of lower secondary education teachers who have students work in small groups to come up with a joint solution to a problem or task
[Lower secondary education teachers] % of lower secondary education teachers who ask students to decide on their own procedures for solving complex tasks
[Lower secondary education teachers] % of lower secondary education teachers who tell students to follow classroom rules
[Lower secondary education teachers] % of lower secondary education teachers who tell students to listen to what they say
[Lower secondary education teachers] % of lower secondary education teachers who calm students who are disruptive
[Lower secondary education teachers] % of lower secondary education teachers who tell students to quieten down quickly when the lesson begins
[Lower secondary education teachers] % of lower secondary education teachers who refer to a problem from everyday life or work to demonstrate why new knowledge is useful
[Lower secondary education teachers] % of lower secondary education teachers who let students practise similar tasks until they know that every student has understood the subject matter
[Lower secondary education teachers] % of lower secondary education teachers who give students projects that require at least one week to complete
[Lower secondary education teachers] % of lower secondary education teachers who let students use ICT for projects or class work
[Lower secondary education teachers] % of lower secondary education teachers who would like to change to another school if possible
[Lower secondary education teachers] % of lower secondary education teachers who enjoy working at the present school
[Lower secondary education teachers] % of lower secondary education teachers who would recommend the present school as a good place to work
[Lower secondary education teachers] % of lower secondary education teachers satisfied with their performance in the present school
[Lower secondary education teachers] % of lower secondary education teachers satisfied with the present job all in all
[High school students - Performance (PISA)] Performance on the reading (15 years old, average score)
[High school students - Performance (PISA)] Performance on the mathematics (15 years old, average score)
[High school students - Performance (PISA)] Performance on the science (15 years old, average score)
[High school students - Performance (PISA)] % of 15 year old students who have ever repeated a grade
[High school students - Things at home] % of 15-year-old students who have a computer they can use for school work in their home
[High school students - Things at home] % of 15-year-old students who have classic literature in their home
[High school students - Things at home] % of 15-year-old students who have books of poetry in their home
[High school students - Things at home] % of 15-year-old students who have works of art (e.g. paintings) in their home
[High school students - Things at home] % of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home
[High school students - Atmosphere of language lessons] % of 15 year old students who say that students don't listen to what the teacher says in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that there is noise and disorder in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher has to wait a long time for the students to quieten down in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that students cannot work well in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that students don't start working for a long time after the lesson begins in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher gives extra help when students need it in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher helps students with their learning in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher asks questions to check whether they have understood what was taught in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher tells us what we have to learn in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that their teacher listen to their view in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who felt that their teacher understand them in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that their teacher adapts the lesson to their class's needs and knowledge in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that their teacher provides individual help when a student has difficulties understanding a topic or task in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that their teacher changes the structure of the lesson on a topic that most students find difficult to understand in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that their teacher tells them in which areas they can still improve in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that it was clear to them that their teacher liked teaching them in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that it was clear that the teacher likes to deal with the topic of the lesson in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who read texts that include diagrams or maps for school
[High school students - Atmosphere of language lessons] % of 15 year old students who read fiction (e.g., novels, short stories) for school
[High school students - Atmosphere of language lessons] % of 15 year old students who read texts that include tables or graphs for school
[High school students - Atmosphere of language lessons] % of 15 year old students who read digital texts including links for school
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher encourages students to express their opinion about a text in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher helps students relate the stories they read to their lives in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher shows students how the information in texts builds on what they already know in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who have read a text of more than 100 pages in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to write a summary of the book or the chapter in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to list and write a short description of the main characters in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to discuss in small groups with other students who read the same book or chapter in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to give their personal thoughts about the book or the chapter in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to answer questions about the book or the chapter in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to compare the content of the book or the chapter with their own experience in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to compare the book with other books or texts on a similar topic in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to select a passage they liked or disliked and explain why in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to write a text related to what they have read in their language lessons
[High school students - Internet education] % of 15 year old students who have learned at school how to use keywords when using a search engine
[High school students - Internet education] % of 15 year old students who have learned at school how to decide whether to trust information from the Internet
[High school students - Internet education] % of 15 year old students who have learned at school how to compare different web pages and decide what information is more relevant
[High school students - Internet education] % of 15 year old students who have learned at school to understand the consequences of making information publicly available online
[High school students - Internet education] % of 15 year old students who have learned at school how to use the short description below the links in the list of results of a search
[High school students - Internet education] % of 15 year old students who have learned at school how to detect whether the information is subjective or biased
[High school students - Internet education] % of 15 year old students who have learned at school how to detect phishing or spam emails
[High school students - Reading] % of 15 year old students who read only if they have to
[High school students - Reading] % of 15 year old students who agree that reading is one of their favourite hobbies
[High school students - Reading] % of 15 year old students who like talking about books with other people
[High school students - Reading] % of 15 year old students who agree that reading is a waste of time
[High school students - Reading] % of 15 year old students who I read only to get information that they need
[High school students - Reading] % of 15-year olds who spontaneously read magazines several times a week
[High school students - Reading] % of 15-year olds who spontaneously read comic books several times a week
[High school students - Reading] % of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week
[High school students - Reading] % of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week
[High school students - Reading] % of 15-year olds who spontaneously read newspapers several times a week
[High school students - Reading] % of 15-year olds who read books more often in paper format
[High school students - Reading] % of 15-year olds who read books more often on digital devices
[High school students - Reading] % of 15-year olds who read books equally often in paper format and on digital devices
[High school students - Reading] % of 15-year olds who spend more than 1 hour a day reading for enjoyment
[High school students - Reading] % of 15-year olds who agree that they are good readers
[High school students - Reading] % of 15-year olds who agree that they are able to understand difficult texts
[High school students - Reading] % of 15-year olds who agree that they read fluently
[High school students - Reading] % of 15-year olds who agree that they have always had difficulty with reading
[High school students - Reading] % of 15-year olds who agree that they have to read a text several times before completely understanding it
[High school students - Reading] % of 15-year olds who agree that I find it difficult to answer questions about a text
[High school students - Internet use] % of 15-year olds who read emails several times a day
[High school students - Internet use] % of 15-year olds who chat on line several times a day
[High school students - Internet use] % of 15-year olds who read online news several times a day
[High school students - Internet use] % of 15-year olds who search information online to learn about a particular topic several times a day
[High school students - Internet use] % of 15-year olds who take part in online group discussions or forums several times a day
[High school students - Internet use] % of 15-year olds who search for practical information online several times a day
[High school students - Impression of PISA Reading Test] % of those who agree that there were many words they could not understand in the PISA test
[High school students - Impression of PISA Reading Test] % of those who agree that many texts were too difficult for them in the PISA test
[High school students - Impression of PISA Reading Test] % of those who agree that they were lost when they had to navigate between different pages in the PISA test
[High school students - learning method] Extent to which 15-year-olds think of concentrating on the parts of the text that are easy to understand as useful for understanding and memorising the text
[High school students - learning method] Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text
[High school students - learning method] Extent to which 15-year-olds think of discussing its content with other people after reading the text as useful for understanding and memorising the text
[High school students - learning method] Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text
[High school students - learning method] Extent to which 15-year-olds think of summarising the text in their own words as useful for understanding and memorising the text
[High school students - learning method] Extent to which 15-year-olds think of reading the text aloud to another person as useful for understanding and memorising the text
[High school students - learning method] Extent to which 15-year-olds think of checking that each paragraph is covered in the summary as useful for writing a summary of a long and rather difficult two-page text
[High school students - learning method] Extent to which 15-year-olds think of I trying to copy out accurately as many sentences as possible as useful for writing a summary of a long and rather difficult two-page text
[High school students - learning method] Extent to which 15-year-olds think of reading the text as many times as possible before writing the summary as useful for writing a summary of a long and rather difficult two-page text
[High school students - learning method] Extent to which 15-year-olds think of carefully checking whether the most important facts in the text are represented in the summary as useful for writing a summary of a long and rather difficult two-page text
[High school students - learning method] Extent to which 15-year-olds think of reading through the text, underlining the most important sentences, and then writing them in their own words as useful for writing a summary of a long and rather difficult two-page text
[High school students - response to a junk mail] Extent to which 15-year-olds think of answering the email and asking for more information as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone
[High school students - response to a junk mail] Extent to which 15-year-olds think of checking the senderfs email address as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone
[High school students - response to a junk mail] Extent to which 15-year-olds think of clicking on the link to fill out the form as soon as possible as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone
[High school students - response to a junk mail] Extent to which 15-year-olds think of deleting the email without clicking on the link as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone
[High school students - response to a junk mail] Extent to which 15-year-olds think of checking the website of the mobile phone operator as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone
[High school students - effort and failure] % of 15-year-olds who agree that trying hard at school will help me get a good job
[High school students - effort and failure] % of 15-year-olds who agree that trying hard at school will help me get into a good college
[High school students - effort and failure] % of 15-year-olds who agree that trying hard at school is important
[High school students - effort and failure] % of 15-year-olds who find satisfaction in working as hard as they can
[High school students - effort and failure] % of 15-year-olds who persist until a task is finished once they start
[High school students - effort and failure] % of 15-year-olds who enjoy doing things when they improve on their past performance
[High school students - effort and failure] % of 15-year-olds who would rather keep struggling to master something if they are not good at than move on to something they may be good at
[High school students - effort and failure] % of 15-year-olds who worry about what others think of when they are failing
[High school students - effort and failure] % of 15-year-olds who are afraid that they might not have enough talent when they are failing
[High school students - effort and failure] % of 15-year-olds who doubt their plans for the future when they are failing
[High school students - effort and failure] % of 15-year-olds who think that they canft change their intelligence very much
[High school students - effort and failure] % of 15-year-olds who enjoy working in situations involving competition with others
[High school students - effort and failure] % of 15-year-olds who agree that it is important for them to perform better than other people on a task
[High school students - competition and cooperation] % of 15-year-olds who try harder when they are in competition with other people
[High school students - competition and cooperation] % of 15-year-olds who think that students seem to value competition
[High school students - competition and cooperation] % of 15-year-olds who think that students are competing with each other
[High school students - competition and cooperation] % of 15-year-olds who think that students seem to share the feeling that competing with each other is important
[High school students - competition and cooperation] % of 15-year-olds who think that students feel that they are being compared with others
[High school students - competition and cooperation] % of 15-year-olds who think that students seem to value cooperation
[High school students - competition and cooperation] % of 15-year-olds who think that students are cooperating with each other
[High school students - competition and cooperation] % of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important
[High school students - competition and cooperation] % of 15-year-olds who think that they are encouraged to cooperate with others
[High school students - meaning of life] % of 15-year-olds who think that their life has clear meaning or purpose
[High school students - meaning of life] % of 15-year-olds who have discovered a satisfactory meaning in life
[High school students - meaning of life] % of 15-year-olds who have a clear sense of what gives meaning to their life
[High school students - feeling] % of 15-year-olds who always feel happy
[High school students - feeling] % of 15-year-olds who always feel scared
[High school students - feeling] % of 15-year-olds who always feel lively
[High school students - feeling] % of 15-year-olds who always feel miserable
[High school students - feeling] % of 15-year-olds who always feel proud
[High school students - feeling] % of 15-year-olds who always feel afraid
[High school students - feeling] % of 15-year-olds who always feel joyful
[High school students - feeling] % of 15-year-olds who always feel sad
[High school students - feeling] % of 15-year-olds who always feel cheerful
[High school students - goals in school] % of 15-year-olds who think that their goal in school is to learn as much as possible
[High school students - goals in school] % of 15-year-olds who think that their goal in school is to completely master the material presented in their classes
[High school students - goals in school] % of 15-year-olds who think that their goal in school is to understand the content of their classes as thoroughly as possible
[High school students - doing things in life] % of 15-year olds who usually manage one way or another
[High school students - doing things in life] % of 15-year olds who feel proud that they have accomplished things
[High school students - doing things in life] % of 15-year olds who feel that they can handle many things at a time
[High school students - doing things in life] % of 15-year olds who can usually find their way out in a difficult situation
[High school students - feeling at school] % of 15-year olds who feel like an outsider (or left out of things)
[High school students - feeling at school] % of 15-year olds who make friends easily at school
[High school students - feeling at school] % of 15-year olds who feel like they belong at school.
[High school students - feeling at school] % of 15-year olds who feel awkward and out of place in their school.
[High school students - feeling at school] % of 15-year olds who think that other students seem to like them
[High school students - feeling at school] % of 15-year olds who feel lonely at school
[High school students - family support] % of 15-year olds who think that their parents support their educational efforts and achievements
[High school students - family support] % of 15-year olds who think that their parents support them when they are facing difficulties at school
[High school students - family support] % of 15-year olds who think that their parents encourage them to be confident
[High school students - laziness and bullying] % of 15-year olds who have ever skipped a whole school day in the last two weeks
[High school students - laziness and bullying] % of 15-year olds who have ever skipped some classes in the last two weeks
[High school students - laziness and bullying] % of 15-year olds who have ever arrived late for school in the last two weeks
[High school students - laziness and bullying] % of 15-year olds who have ever been made fun of by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds who have ever been left out of things by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds who have ever been threatened by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds whose belongings have ever been taken away or destroyed by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds who have ever been hit or pushed around by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds whose nasty rumours have ever been spread by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds who are irritated when nobody defends bullied students
[High school students - laziness and bullying] % of 15-year olds who agree that it is a good thing to help students who canft defend themselves
[High school students - laziness and bullying] % of 15-year olds who agree that it is a wrong thing to join in bullying
[High school students - laziness and bullying] % of 15-year olds who feel bad seeing other students bullied
[High school students - laziness and bullying] % of 15-year olds who like to see someone standing up for bullied students
[High school students - learning foreign language] Average hours per week to spend learning foreign language out of school
[High school students - learning foreign language] Dispersion (S.E.) of hours per week to spend learning foreign language out of school
[High school students - problem solving] % of 15 year old students who definitely check brochure to check how to get to the zoo
[High school students - problem solving] % of 15 year old students who definitely study a map and work out the best route
[High school students - problem solving] % of 15 year old students who definitely leave it to their brother to worry about how to get there
[High school students - problem solving] % of 15 year old students who definitely suggest just to start driving
[High school students - problem solving] % of 15 year old students who definitely check similarities with the machines they have used when the ticket machine is new
[High school students - problem solving] % of 15 year old students who definitely try out all the buttons to see what happens when the ticket machine is new
[High school students - problem solving] % of 15 year old students who definitely ask someone for help when the ticket machine is new
[High school students - problem solving] % of 15 year old students who definitely try to find a ticket office when the ticket machine is new
[University] % of 25-64 year olds that has attained tertiary education
[University] % of 25-64 year olds that has attained short-cycle tertiary education
[University] % of 25-64 year olds that has attained Bachelorfs or higher
[University] % of 25-34 year olds that has attained tertiary education
[University] % of 25-34 year olds that has attained short-cycle tertiary education
[University] % of 25-34 year olds that has attained Bachelorfs or higher
[University] % of those who think that only students from the best secondary schools can obtain a university education
[University] % of those who think that only the rich can afford a university education
[University] % of those who think that university is open to every gender, ethnicity or social background
[University] % of general government expenditure on tertiary education
[University] % of household expenditure on tertiary education
[University] % of those who agree that the government is responsible for giving financial help to university students from low-income families
[University] % of international students in tertiary enrolments
[Mass media] World Press Freedom Index (World ranking)
[Mass media] Degree of trust in the news media (excluding SNS) (0-10 scale)
[Mass media] % of those who think that it is important that the media can report the news without censorship
[Mass media] % of those who think that the spread of false information online is a major threat to their country
[Mass media] % of those who have contacted or appeared in the media to express their views
[Mass media] % of those who watch TV, DVD, videos in their free time daily
[Mass media] % of those who get much enjoyment from watching TV, DVD, videos
[Mass media] % of Grade 4 students who watch television and videos for less than 1 hour per day
[Mass media] % of Grade 4 students who watch television and videos for more than 2 hours per day
[Mass media] % of Grade 8 students who watch television and videos for less than 1 hour per day
[Mass media] % of Grade 8 students who watch television and videos for more than 2 hours per day
[Mass media] % of those who think that television should give preference to the country's own films and programmes
[Mass media] % of those who think that the media has the most influence on the actions of the government
Period:
2019
2015
2011
2007
2003
1995
Area:
World
\n
Major advanced countries
\n
Nordic and major advanced countries
\n
OECD members
\n
EU27
\n
EU+Japan
\n
Europe
\n
ASIA
\n
TPP
\n
Latin America
\n
Africa
\n
12 countries/ areas
Highlight:
(No highlight)
Japan
Nordic and Japan
----------
Australia
Belgium
Hungary
Italy
Japan
Lithuania
Netherlands
New Zealand
Norway
Slovenia
United Kingdom
United States
1
Japan
565
2
Belgium
551
3
Netherlands
540
4
Lithuania
534
5
United Kingdom
531
6
Hungary
529
7
United States
518
8
Italy
503
9
Australia
499
10
New Zealand
493
11
Slovenia
479
12
Norway
451
Note
Belgium: Flemish only. United Kingdom: England only.
No data for 26 countries.
Austria/ Canada/ Chile/ Colombia/ Costa Rica/ Czech Republic/ Denmark/ Estonia/ Finland/ France/ Germany/ Greece/ Iceland/ Ireland/ Israel/ Republic of Korea/ Latvia/ Luxembourg/ Mexico/ Poland/ Portugal/ Slovakia/ Spain/ Sweden/ Switzerland/ Turkiye
Source
2016 TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, and International Association for the Evaluation of Educational Achievement
Correlations with major national performance indices
Life satisfaction (10 steps)
No. of data
12
Regression equation
Y = -0.005386 X +
9.569
Correlation coefficient (r)
-0.405
Coefficient of determination (R2)
0.164
GDP per capita (current US$)
No. of data
12
Regression equation
Y = -253.441898 X +
178638.056
Correlation coefficient (r)
-0.404
Coefficient of determination (R2)
0.163
Life expectancy at birth - Both sexes (years)
No. of data
12
Regression equation
Y = -0.018563 X +
90.147
Correlation coefficient (r)
-0.195
Coefficient of determination (R2)
0.038
Fertility rate, total (births per woman)
No. of data
12
Regression equation
Y = -0.000540 X +
1.795
Correlation coefficient (r)
-0.149
Coefficient of determination (R2)
0.022
Suicide, age-standardized (per 100 000 population)
No. of data
12
Regression equation
Y = 0.026136 X
-1.946
Correlation coefficient (r)
0.210
Coefficient of determination (R2)
0.044
