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[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] Mean literacy score among adults
[Education in general] Mean numeracy score among adults
[Education in general] Mean adaptive problem solving score among adults
[English] EF English Proficiency Index
[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 with their child before they began primary school
[Pre-primary education at home] % of the parents who often drew shapes with 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] Instruction days per year, primary education
[Primary school students - home] % of Grade 4 students who have their own computer or tablet
[Primary school students - home] % of Grade 4 students who have access to the internet at home
[Primary school students - home] % of Grade 4 students who have their own room
[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 care about 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 agree a lot that they have friends at school
[Primary school students - school life] % of Grade 4 students who agree a lot that students at school like them the way they are
[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 their teacher makes it clear what they should learn in each mathematics lesson
[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 agree a lot that their teacher gives them helpful feedback on their work in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher asks them to show what they have learned in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher asks them to explain their answers 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 their teacher has to wait a long time for students to be quiet 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 students do not follow the classroom rules in every or almost every mathematics lesson
[Primary school students - mathematics] % of Grade 4 students who say that other students' behavior makes it hard for me to concentrate 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 mathematics is easy for them
[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 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 their teacher makes it clear what they should learn in each science lesson
[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 their teacher gives them helpful feedback on their work in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher asks them to show what they have learned in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher asks them to explain their answers in science lessons
[Primary school students - science] % of Grade 4 students who say that students donft listen to what the teacher says in every or almost every science lesson
[Primary school students - science] % of Grade 4 students who say that there is disruptive noise in every or almost every science lesson
[Primary school students - science] % of Grade 4 students who say that their teacher has to wait a long time for students to be quiet in every or almost everyscience lesson
[Primary school students - science] % of Grade 4 students who say that students interrupt the teacher in every or almost every science lesson
[Primary school students - science] % of Grade 4 students who say that students do not follow the classroom rules in every or almost every science lesson
[Primary school students - science] % of Grade 4 students who say that other students' behavior makes it hard for me to concentrate in every or almost every science lesson
[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 science is easy for them
[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 - 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
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that teachers' understanding of the school's curricular goals is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that teachers' degree of success in implementing the school's curriculum is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that teachers' expectations for student achievement is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that teachers' ability to inspire students is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that parental involvement in school activities is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that parental commitment to ensure that students are ready to learn is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that parental expectations for student achievement is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that parental support for student achievement is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that students' desire to do well in school is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that students' ability to reach school's academic goals is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who think that students' respect for classmates who excel academically is high
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that they feel safe at school
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that their school's security policies and practices are sufficient
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that the students behave in an orderly manner
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that the students are respectful of the teachers
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that the students respect school property
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that their school has clear rules about student conduct
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that their school's rules are enforced in a fair and consistent manner
[Primary school teachers - genral perceptions] % of Grade 4 teachers who are very often content with their profession as teachers
[Primary school teachers - genral perceptions] % of Grade 4 teachers who very often find their work full of meaning and purpose
[Primary school teachers - genral perceptions] % of Grade 4 teachers who are very often enthusiastic about their job
[Primary school teachers - genral perceptions] % of Grade 4 teachers who are very often inspired by their work
[Primary school teachers - genral perceptions] % of Grade 4 teachers who are very often proud of their work
[Primary school teachers - genral perceptions] % of Grade 4 teachers who very often feel appreciated as teachers
[Primary school teachers - genral perceptions] % of Grade 4 teachers who very often enjoy the challenges of teaching
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that there are too many students in the classes
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that they have too much material to cover in class
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that they have too many teaching hours
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that they need more time to prepare for class
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that they need more time to assist individual students
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that they feel too much pressure from parents
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that they have difficulty keeping up with all of the changes to the curriculum
[Primary school teachers - genral perceptions] % of Grade 4 teachers who agree a lot that they have too many administrative tasks
[Primary school teachers - genral perceptions] % of Grade 4 teachers who almost always relate the lesson to students' daily lives
[Primary school teachers - genral perceptions] % of Grade 4 teachers who almost always ask students to explain their answers
[Primary school teachers - genral perceptions] % of Grade 4 teachers who almost always communicate goals or objectives for the lesson to the students
[Primary school teachers - genral perceptions] % of Grade 4 teachers who almost always ask students to complete challenging exercises that require them to go beyond the instruction
[Primary school teachers - genral perceptions] % of Grade 4 teachers who almost always encourage classroom discussions among students
[Primary school teachers - genral perceptions] % of Grade 4 teachers who almost always link new content to students' prior knowledge
[Primary school teachers - genral perceptions] % of Grade 4 teachers who almost always ask students to decide their own problem solving procedures
[Primary school teachers - genral perceptions] % of Grade 4 teachers whose teaching is limited by students lacking prerequisite knowledge or skills
[Primary school teachers - genral perceptions] % of Grade 4 teachers whose teaching is limited by students suffering from lack of basic nutrition
[Primary school teachers - genral perceptions] % of Grade 4 teachers whose teaching is limited by students suffering from not enough sleep
[Primary school teachers - genral perceptions] % of Grade 4 teachers whose teaching is limited by students absent from class
[Primary school teachers - genral perceptions] % of Grade 4 teachers whose teaching is limited by disruptive students
[Primary school teachers - genral perceptions] % of Grade 4 teachers whose teaching is limited by uninterested students
[Primary school teachers - genral perceptions] % of Grade 4 teachers whose teaching is limited by distracted students
[Primary school teachers - genral perceptions] % of Grade 4 teachers whose teaching is limited by students with mental, emotional, or psychological impairment
[Primary school teachers - genral perceptions] % of Grade 4 teachers whose teaching is limited by students with difficulties understanding the language of instruction
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always ask students to listen to them explain new mathematics content
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always ask students to listen to them explain how to solve problems in teaching mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always ask students to memorize rules, procedures, and facts in teaching mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always ask students to practice procedures on their own in teaching mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always ask students to apply what they have learned to new problem situations on their own in teaching mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always ask students to work problems together in the whole class with direct guidance in teaching mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always ask students to work in mixed ability groups in teaching mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always ask students to work in same ability groups in teaching mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say students are not permitted to use calculators during mathematics lessons
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say students have digital devices available to use during mathematics lessons
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say the mathematics class has digital devices for each student to use
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say the mathematics class has digital devices that students can share
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say the school has digital devices that the mathematics class can use sometimes
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say students bring their own digital devices during mathematics lessons
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who have students use digital devices during mathematics instruction at least once a week
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who ask students to use digital devices to practice problems and procedures at least once a week
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who ask students to use digital devices to solve extended or contextualized problems at least once a week
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who ask students to use digital devices to create graphs, tables, or other data displays at least once a week
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who ask students to use digital devices to play games involving mathematics calculations or concepts at least once a week
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who ask students to use digital devices to read the textbook or watch instructional videos about mathematics at least once a week
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who ask students to use digital devices to take a test of mathematics at least once a week
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who do not incorporate digital devices into mathematics instruction because they do not know how to use digital devices to improve student learning
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who do not incorporate digital devices into mathematics instruction because they do not have enough access to digital devices
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who do not incorporate digital devices into mathematics instruction because they have to keep students on task when the class is using digital devices
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who do not incorporate digital devices into mathematics instruction for lack of technical support from the school
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say recognizing place value and order whole numbers has been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say adding and subtracting up to 4-digit numbers have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say multiplying up to 3-digit by 1-digit and 2-digit by 2-digit numbers has been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say dividing up to 3-digit by 1-digit numbers has been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say solving problems with odd/even numbers, multiples, or factors has been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say rounding or making estimations with whole numbers has been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say finding the missing number or operation in a number sentence has been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say extending a number pattern or finding the missing number in a pattern has been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say representing, comparing, and ordering fractions have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say adding and subtracting simple fractions have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say representing, comparing, and ordering decimals up to two decimal places have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say adding and subtracting with decimals up to two decimal places have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say measuring, estimating, adding, and subtracting lengths have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say adding and subtracting mass, volume, or time in appropriate units have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say finding perimeters of polygons has been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say finding areas of shapes covered with squares or volumes of shapes filled with cubes has been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say recognizing and drawing parallel and perpendicular lines have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say comparing and drawing angles have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say describing and drawing common two-dimensional shapes have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say describing and drawing common three-dimensional shapes have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say reading and interpreting data displays have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say creating or completing data displays have been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who say drawing conclusions from two or more data sources has been taught
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always correct mathematics assignments and give feedback to students
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always discuss the homework in mathematics class
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who almost always monitor whether or not the mathematics homework was completed
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who place much importance on observing students as they work for assessing students' learning in mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who place much importance on asking students to answer questions during class for assessing students' learning in mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who place much importance on short, regular written assessments for assessing students' learning in mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who place much importance on longer tests for assessing students' learning in mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who place much importance on long-term projects for assessing students' learning in mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who recently participated in professional development in mathematics content
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who think they need future professional development in mathematics content
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who recently participated in professional development in mathematics pedagogy/instruction
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who think they need future professional development in mathematics pedagogy/instruction
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who recently participated in professional development in mathematics curriculum
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who think they need future professional development in mathematics curriculum
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who recently participated in professional development in integrating technology into mathematics instruction
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who think they need future professional development in integrating technology into mathematics instruction
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who recently participated in professional development in improving students' critical thinking or problem solving skills in mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who think they need future professional development in improving students' critical thinking or problem solving skills in mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who recently participated in professional development in mathematics assessment
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who think they need future professional development in mathematics assessment
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who recently participated in professional development in addressing individual students' needs in mathematics
[Primary school teachers - teaching mathematics] % of Grade 4 teachers who think they need future professional development in addressing individual students' needs in mathematics
[Primary school teachers - teaching science] % of Grade 4 teachers who say science is taught mainly as a separate subject
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always ask students to listen to them explain new science content
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always ask students to observe natural phenomena and to describe what they see in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always ask students to watch them demonstrate an experiment or investigation in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always ask students to read their textbooks or other resource materials in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always ask students to memorize facts and principles in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always ask students to do field work outside the class in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always ask students to work in mixed ability groups in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always ask students to work in same ability groups in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who emphasize encouraging students to ask questions about scientific phenomena in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who emphasize having students predict the outcomes of experiments or investigations in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who emphasize having students create representations to explain scientific phenomena in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who emphasize having students use scientific concepts to explain phenomena in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who emphasize having students conduct experiments in teaching science
[Primary school teachers - teaching science] % of Grade 4 teachers who develop students' positive attitudes toward the natural environment in teaching science at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who encourage students to use less resources in teaching science at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who discuss how student actions in and outside of school can help the natural environment in teaching science at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who discuss environmental issues in teaching science at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who take students to visit natural areas to teach students about environmental issues and sustainability
[Primary school teachers - teaching science] % of Grade 4 teachers who have students participate in environmentally responsible activities to teach students about environmental issues and sustainability
[Primary school teachers - teaching science] % of Grade 4 teachers who have students do research or projects on a particular environmental topic to teach students about environmental issues and sustainability
[Primary school teachers - teaching science] % of Grade 4 teachers who provide opportunities for students to participate in outdoor environmental education programs outside of school to teach students about environmental issues and sustainability
[Primary school teachers - teaching science] % of Grade 4 teachers who agree a lot that education about environmental sustainability should be a priority for schools
[Primary school teachers - teaching science] % of Grade 4 teachers who say students have digital devices available to use during science lessons
[Primary school teachers - teaching science] % of Grade 4 teachers who say the science class has digital devices for each student to use
[Primary school teachers - teaching science] % of Grade 4 teachers who say the science class has digital devices that students can share
[Primary school teachers - teaching science] % of Grade 4 teachers who say the school has digital devices that the science class can use sometimes
[Primary school teachers - teaching science] % of Grade 4 teachers who say students bring their own digital devices during science lessons
[Primary school teachers - teaching science] % of Grade 4 teachers who have students use digital devices during science instruction at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who ask students to use digital devices to solve extended or contextualized problems at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who ask students to use digital devices to create graphs, tables, or other data displays at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who ask students to use digital devices to play games involving science concepts at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who ask students to use digital devices to conduct virtual experiments or other simulations at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who ask students to use digital devices to read the textbook or watch instructional videos about science at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who ask students to use digital devices to take a test of science at least once a week
[Primary school teachers - teaching science] % of Grade 4 teachers who do not incorporate digital devices into science instruction because they do not know how to use digital devices to improve student learning
[Primary school teachers - teaching science] % of Grade 4 teachers who do not incorporate digital devices into science instruction because they do not have enough access to digital devices
[Primary school teachers - teaching science] % of Grade 4 teachers who do not incorporate digital devices into science instruction because they have to keep students on task when the class is using digital devices
[Primary school teachers - teaching science] % of Grade 4 teachers who do not incorporate digital devices into science instruction for lack of technical support from the school
[Primary school teachers - teaching science] % of Grade 4 teachers who say basic differences between living and nonliving things has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say defining characteristics of major groups of living things has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say functions of major structures in living things have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say life cycle stages of common plants and animals (e.g., flowering plants, frogs) has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say inherited characteristics of living things have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say how living things survive in their environments has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say how human actions impact the environment has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say common ecosystems and their organisms have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say interpreting simple food chains has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say competition within ecosystems has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say ways for humans to maintain good health and avoid illness have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say solids, liquids, gases, and how their shapes and volumes differ have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say grouping objects based on their physical properties has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say examples of mixtures and how they can be separated have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say magnetic attraction and repulsion has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say examples of physical and chemical changes in everyday life have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say how to make solids dissolve faster in liquids has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say concentration of solutions has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say sources of energy have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say how light is related to shadows, reflections, and rainbows has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say how vibrations are related to sound has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say movement of heat from hotter to cooler objects has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say simple electrical circuits have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say how motion is affected by forces has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say examples of simple machines have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say composition of Earth's surface has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say Earth's resources and their use by humans have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say renewable and nonrenewable resources have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say How wind and water change Earth's surface over time has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say what fossils can show about Earth's history has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say how weather changes day to day and with geographic location has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say effects of increasing temperatures on Earth have been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say composition of the Solar System has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say the Moon's movement and its appearance has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say Earth's rotation has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who say Earth's annual movement has been taught
[Primary school teachers - teaching science] % of Grade 4 teachers who assign science homework every day
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always correct science assignments and give feedback to students
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always discuss the homework in science class
[Primary school teachers - teaching science] % of Grade 4 teachers who almost always monitor whether or not the science homework was completed
[Primary school teachers - teaching science] % of Grade 4 teachers who place much importance on observing students as they work for assessing students' learning in science
[Primary school teachers - teaching science] % of Grade 4 teachers who place much importance on asking students to answer questions during class for assessing students' learning in science
[Primary school teachers - teaching science] % of Grade 4 teachers who place much importance on short, regular written assessments for assessing students' learning in science
[Primary school teachers - teaching science] % of Grade 4 teachers who place much importance on longer tests for assessing students' learning in science
[Primary school teachers - teaching science] % of Grade 4 teachers who place much importance on long-term projects for assessing students' learning in science
[Primary school teachers - teaching science] % of Grade 4 teachers who recently participated in professional development in science content
[Primary school teachers - teaching science] % of Grade 4 teachers who think they need future professional development in science content
[Primary school teachers - teaching science] % of Grade 4 teachers who recently participated in professional development in science pedagogy/instruction
[Primary school teachers - teaching science] % of Grade 4 teachers who think they need future professional development in science pedagogy/instruction
[Primary school teachers - teaching science] % of Grade 4 teachers who recently participated in professional development in science curriculum
[Primary school teachers - teaching science] % of Grade 4 teachers who think they need future professional development in science curriculum
[Primary school teachers - teaching science] % of Grade 4 teachers who recently participated in professional development in integrating technology into science instruction
[Primary school teachers - teaching science] % of Grade 4 teachers who think they need future professional development in integrating technology into science instruction
[Primary school teachers - teaching science] % of Grade 4 teachers who recently participated in professional development in improving students' critical thinking or inquiry skills in science
[Primary school teachers - teaching science] % of Grade 4 teachers who think they need future professional development in improving students' critical thinking or inquiry skills in science
[Primary school teachers - teaching science] % of Grade 4 teachers who recently participated in professional development in science assessment
[Primary school teachers - teaching science] % of Grade 4 teachers who think they need future professional development in science assessment
[Primary school teachers - teaching science] % of Grade 4 teachers who recently participated in professional development in addressing individual students' needs in science
[Primary school teachers - teaching science] % of Grade 4 teachers who think they need future professional development in addressing individual students' needs in science
[Primary school teachers - teaching science] % of Grade 4 teachers who recently participated in professional development in integrating science with other subjects
[Primary school teachers - teaching science] % of Grade 4 teachers who think they need future professional development in integrating science with other subjects
[Primary school teachers - teaching science] % of Grade 4 teachers who recently participated in professional development in integrating environmentalism and sustainability into science instruction
[Primary school teachers - teaching science] % of Grade 4 teachers who think they need future professional development in integrating environmentalism and sustainability into science instruction
[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] Instruction days per year, lower secondary education
[Lower secondary school students - home] % of Grade 8 students who have their own computer or tablet
[Lower secondary school students - home] % of Grade 8 students who have access to the internet at home
[Lower secondary school students - home] % of Grade 8 students who have their own room
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to access the textbook or other course materials at least once a week
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to access assignments posted online by their teacher at least once a week
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to collaborate with classmates on assignments or projects at least once a week
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to ask the teacher questions at least once a week
[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 at least once a week
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to access learning games or activities related to mathematics or science at least once a week
[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 care about 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 said hurtful things because of their cultural background
[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 me 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 their teacher makes it clear what they should learn in each mathematics lesson
[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 explains a topic again when they don't understand in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher gives me helpful feedback on their work in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher asks them to show what they have learned in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher asks them to explain their answers in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher asks them to apply what they have learned in new situations 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 too much noise 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 students do not follow the classroom rules in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who say that other students' behavior makes it hard for them to concentrate 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 mathematics is easy for them
[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 they are good at explaining mathematics to others
[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 - Mathematics] % of Grade 8 students whose teacher gives them homework in mathematics every day
[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 their teacher makes it clear what they should learn in each science lesson
[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 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 their teacher gives me helpful feedback on their work in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher asks them to show what they have learned in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher asks them to explain their answers in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher asks them to apply what they have learned in new situations in science lessons
[Lower secondary school students - Science] % of Grade 8 students who say that students donft listen to what the teacher says in every or almost every science lesson
[Lower secondary school students - Science] % of Grade 8 students who say that there is too much noise for students to work well in every or almost every science lesson
[Lower secondary school students - Science] % 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 science lesson
[Lower secondary school students - Science] % of Grade 8 students who say that students interrupt the teacher in every or almost every science lesson
[Lower secondary school students - Science] % of Grade 8 students who say that students do not follow the classroom rules in every or almost every science lesson
[Lower secondary school students - Science] % of Grade 8 students who say that other students' behavior makes it hard for them to concentrate in every or almost every science lesson
[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 science is easy for them
[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 they are good at explaining science to others
[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 science every day
[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 - working hours] Lower secondary education teachers (full time): Total working hours
[Lower secondary education teachers - working hours] Lower secondary education teachers (full time): Hours spent on teaching
[Lower secondary education teachers - working hours] Lower secondary education teachers (full time): Hours spent on individual planning or preparation of lessons either at school or out of school
[Lower secondary education teachers - working hours] Lower secondary education teachers (full time): Hours spent on team work and dialogue with colleagues within the school
[Lower secondary education teachers - working hours] Lower secondary education teachers (full time): Hours spent marking/correcting of student work
[Lower secondary education teachers - working hours] Lower secondary education teachers (full time): Hours spent on counselling students
[Lower secondary education teachers - working hours] Lower secondary education teachers (full time): Hours spent in participation in school management
[Lower secondary education teachers - working hours] Lower secondary education teachers (full time): Hours spent on general administrative work (including communication, paperwork, and other clerical duties)
[Lower secondary education teachers - working hours] Lower secondary education teachers (full time): Hours spent on professional learning activities
[Lower secondary education teachers - working hours] Lower secondary education teachers (full time): Hours spent on communication and co-operation with parents or guardians
[Lower secondary education teachers - working hours] Lower secondary education teachers (full time): Hours spent engaging in extracurricular activities
[Lower secondary education teachers - employment] % of lower secondary education teachers whose first career choice was teaching
[Lower secondary education teachers - employment] % of lower secondary education teachers whose employment status is permanent
[Lower secondary education teachers - employment] % of lower secondary education teachers whose employment status is fixed-term for more than 1 year
[Lower secondary education teachers - employment] % of lower secondary education teachers whose employment status is fixed-term for 1 year or less
[Lower secondary education teachers - employment] % of lower secondary education teachers who teach more than one school
[Lower secondary education teachers - employment] % of lower secondary education teachers who work full-time
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who think that the advantages of being a teacher clearly outweigh the disadvantages
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who would still choose to work as a teacher If they could decide again
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who would like to change to another school if possible
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who regret that they decided to become a teacher
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who enjoy working at the present school
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who wonder whether it would have been better to choose another profession
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who would recommend the present school as a good place to work
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers satisfied with their performance in the present school
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers satisfied with the present job all in all
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who are satisfied with their salary
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who are satisfied with their working conditions other than salary
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who like the subject(s) that they teach
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who often feel happy while they teach
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who generally teach with enthusiasm
[Lower secondary education teachers - job satisfaction] % of lower secondary education teachers who are satisfied with teaching as interesting challenges
[Lower secondary education teachers - social evaluation] % of lower secondary education teachers who think that the teaching profession is valued in society
[Lower secondary education teachers - social evaluation] % of lower secondary education teachers who think that teachers are valued by students
[Lower secondary education teachers - social evaluation] % of lower secondary education teachers who think that teachers are valued by parents/guardians
[Lower secondary education teachers - social evaluation] % of lower secondary education teachers who think that teachersf views are valued by policymakers
[Lower secondary education teachers - social evaluation] % of lower secondary education teachers who think that teachers can influence educational policy
[Lower secondary education teachers - social evaluation] % of lower secondary education teachers who think that teachers are valued in the media
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always ask students to listen to them explain new mathematics content
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always ask students to listen to them explain how to solve problems in teaching mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always ask students to memorize rules, procedures, and facts in teaching mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always ask students to practice procedures on their own in teaching mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always ask students to apply what they have learned to new problem situations on their own in teaching mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always ask students to work problems together in the whole class with direct guidance in teaching mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always ask students to work in mixed ability groups in teaching mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always ask students to work in same ability groups in teaching mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say students are not permitted to use calculators during mathematics lessons
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say students have digital devices available to use during mathematics lessons
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say the mathematics class has digital devices for each student to use
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say the mathematics class has digital devices that students can share
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say the school has digital devices that the mathematics class can use sometimes
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say students bring their own digital devices during mathematics lessons
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who have students use digital devices during mathematics instruction at least once a week
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who ask students to use digital devices to practice problems and procedures at least once a week
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who ask students to use digital devices to solve extended or contextualized problems at least once a week
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who ask students to use digital devices to create graphs, tables, or other data displays at least once a week
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who ask students to use digital devices to play games involving mathematics calculations or concepts at least once a week
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who ask students to use digital devices to read the textbook or watch instructional videos about mathematics at least once a week
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who ask students to use digital devices to take a test of mathematics at least once a week
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who do not incorporate digital devices into mathematics instruction because they do not know how to use digital devices to improve student learning
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who do not incorporate digital devices into mathematics instruction because they do not have enough access to digital devices
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who do not incorporate digital devices into mathematics instruction because they have to keep students on task when the class is using digital devices
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who do not incorporate digital devices into mathematics instruction for lack of technical support from the school
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say add and subtract positive and negative numbers has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say finding and using factors, multiples, positive powers, or square roots of positive numbers have been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say compare fractions and decimals has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say adding, subtracting, and multiplying with fractions and decimals have been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say dividing fractions and decimals by a whole number has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say determining proportions and ratios has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say finding percentages and converting between percentages and fractions/decimals have been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say simplifying and comparing algebraic expressions have been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say solving simple linear equations has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say solving simple linear inequalities has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say solving simultaneous linear equations with two variables has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say writing expressions, equations, or inequalities to represent problems has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say interpreting linear functions in graphs, tables, or words has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say interpreting simple non-linear functions (e.g., quadratic, cubic) in graphs, tables, or words has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say generalizing linear and non-linear pattern relationships or sequences has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say reading and plotting points in the Cartesian plane has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say recognizing and drawing different types of angles and lines have been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say using geometric properties of polygons to calculate lengths, perimeter, and area has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say determining the results of geometric translation, relfection, and rotation has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say using properties of similar and congruent figures has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say calculating surface area and volume of common three-dimensional shapes has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say interpreting data from one or more data sources has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say representing data in graphs, charts, or plots has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say calculating and interpreting the mean or median of a data distribution have been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who say calculating probabilities of simple and compound events has been taught
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who assign mathematics homework every day
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always correct mathematics assignments and give feedback to students
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always have students correct their own mathematics homework
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always discuss the homework in mathematics class
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always monitor whether or not the mathematics homework was completed
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who almost always use the mathematics homework to contribute towards students' grades or marks
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who place much importance on observing students as they work for assessing students' learning in mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who place much importance on asking students to answer questions during class for assessing students' learning in mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who place much importance on short, regular written assessments for assessing students' learning in mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who place much importance on longer tests for assessing students' learning in mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who place much importance on long-term projects for assessing students' learning in mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who recently participated in professional development in mathematics content
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who think they need future professional development in mathematics content
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who recently participated in professional development in mathematics pedagogy/instruction
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who think they need future professional development in mathematics pedagogy/instruction
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who recently participated in professional development in mathematics curriculum
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who think they need future professional development in mathematics curriculum
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who recently participated in professional development in integrating technology into mathematics instruction
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who think they need future professional development in integrating technology into mathematics instruction
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who recently participated in professional development in improving students' critical thinking or problem solving skills in mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who think they need future professional development in improving students' critical thinking or problem solving skills in mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who recently participated in professional development in mathematics assessment
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who think they need future professional development in mathematics assessment
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who recently participated in professional development in addressing individual students' needs in mathematics
[Lower secondary education teachers - teaching mathematics] % of Grade 8 teachers who think they need future professional development in addressing individual students' needs in mathematics
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always ask students to listen to them explain new science content
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always ask students to observe natural phenomena and to describe what they see in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always ask students to watch them demonstrate an experiment or investigation in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always ask students to read their textbooks or other resource materials in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always ask students to memorize facts and principles in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always ask students to use scientific formulas and laws to solve routine problems in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always ask students to do field work outside the class in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always ask students to work in mixed ability groups in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always ask students to work in same ability groups in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who emphasize encouraging students to ask questions about scientific phenomena in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who emphasize having students predict the outcomes of experiments or investigations in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who emphasize having students discuss variation in data from experiments or investigations in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who emphasize having students use multiple sources of evidence to explain scientific phenomena in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who emphasize having students create representations to explain scientific phenomena in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who emphasize having students use scientific concepts to explain phenomena in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who emphasize having students argue about science questions in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who emphasize having students conduct experiments in teaching science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who develop students' positive attitudes toward the natural environment in teaching science at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who encourage students to use less resources in teaching science at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who discuss how student actions in and outside of school can help the natural environment in teaching science at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who discuss environmental issues in teaching science at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who take students to visit natural areas to teach students about environmental issues and sustainability
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who have students participate in environmentally responsible activities to teach students about environmental issues and sustainability
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who have students do research or projects on a particular environmental topic to teach students about environmental issues and sustainability
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who provide opportunities for students to participate in outdoor environmental education programs outside of school to teach students about environmental issues and sustainability
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who agree a lot that education about environmental sustainability should be a priority for schools
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say students have digital devices available to use during science lessons
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say the science class has digital devices for each student to use
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say the science class has digital devices that students can share
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say the school has digital devices that the science class can use sometimes
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say students bring their own digital devices during science lessons
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who have students use digital devices during science instruction at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who ask students to use digital devices to solve extended or contextualized problems at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who ask students to use digital devices to create graphs, tables, or other data displays at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who ask students to use digital devices to play games involving science concepts at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who ask students to use digital devices to conduct virtual experiments or other simulations at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who ask students to use digital devices to read the textbook or watch instructional videos about science at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who ask students to use digital devices to take a test of science at least once a week
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who do not incorporate digital devices into science instruction because they do not know how to use digital devices to improve student learning
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who do not incorporate digital devices into science instruction because they do not have enough access to digital devices
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who do not incorporate digital devices into science instruction because they have to keep students on task when the class is using digital devices
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who do not incorporate digital devices into science instruction for lack of technical support from the school
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say defining characteristics of major taxonomic groups of organisms has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say structures and functions of major organs and organ systems have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say how animals maintain stable body conditions has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say major structures and functions in plant and animal cells have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say basic processes of photosynthesis have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say basic processes of cellular respiration have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say life cycles of mammals, birds, amphibians, insects, and plants have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say processes for reproduction and inheritance in plants and animals have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say how variation in traits relates to natural selection and changes in life on Earth over time has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say interpreting food web diagrams and the flow of energy in ecosystems has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say cycling of water, oxygen, and carbon through ecosystems has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say predation, competition, and symbiosis in ecosystems have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say how changes in an ecosystem affect the populations of organisms that live there has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say how human actions can positively or negatively impact the environment has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say how to prevent transmission of common diseases among humans has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say importance of diet, exercise, and lifestyle choices for maintaining good health has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say structure of atoms and molecules has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say differences among elements, compounds, and mixtures have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say how to interpret the periodic table of elements has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say classifying matter according to physical and chemical properties has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say methods for separating mixtures have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say solution concentration and rate of dissolving have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say properties of acids and bases have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say matter and energy in chemical reactions, including evidence of chemical change have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say how to change the rate of chemical reactions has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say chemical bonds (e.g., role of electrons) have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say separation and motion of atoms/molecules in solids, liquids, and gases have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say characteristics of matter and energy during state changes have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say types of energy and examples of energy transformations have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say thermal conductivity and the transfer of thermal energy between objects of different temperatures have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say reflection, refraction, or absorption of light has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say characteristics of sound and its transmission, reflection, and absorption have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say electrical conductors and simple electrical circuits have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say polarity, strength, and uses of permanent magnets and electromagnets have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say speed as distance changing over time has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say acceleration as speed changing over time has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say effects of common forces on speed and direction of motion have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say density and buoyancy have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say functioning of simple machines has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say earth's structure and distribution of water on its surface have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say gases present in Earth's atmosphere and their relative abundance have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say changes in temperature and pressure based on altitude have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say how geological events impact Earth's surface has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say processes in the rock cycle have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say how fossils form and what they show about Earth's history has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say processes in Earth's water cycle have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say differences between weather and climate change and geographic factors affecting climate have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say evidence for climate change has been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say use and conservation of Earth's resources, including land, water, and renewable and nonrenewable energy sources have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say phenomena caused by the motion of Earth and the Moon (e.g., seasons, tides, Moon phases) have been taught
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who say the Sun as a star and physical features of the Earth, Moon, and other planets have been taught
[Lower secondary education teachers - teaching science] % of Grade 4 teachers who assign science homework every day
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always correct science assignments and give feedback to students
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always have students correct their own science homework
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always discuss the homework in science class
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always monitor whether or not the science homework was completed
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who almost always use the science homework to contribute towards students' grades or marks
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who place much importance on observing students as they work for assessing students' learning in science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who place much importance on asking students to answer questions during class for assessing students' learning in science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who place much importance on short, regular written assessments for assessing students' learning in science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who place much importance on longer tests for assessing students' learning in science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who place much importance on long-term projects for assessing students' learning in science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who recently participated in professional development in science content
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who think they need future professional development in science content
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who recently participated in professional development in science pedagogy/instruction
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who think they need future professional development in science pedagogy/instruction
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who recently participated in professional development in science curriculum
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who think they need future professional development in science curriculum
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who recently participated in professional development in integrating technology into science instruction
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who think they need future professional development in integrating technology into science instruction
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who recently participated in professional development in improving students' critical thinking or problem solving skills in science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who think they need future professional development in improving students' critical thinking or problem solving skills in science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who recently participated in professional development in science assessment
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who think they need future professional development in science assessment
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who recently participated in professional development in addressing individual students' needs in science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who think they need future professional development in addressing individual students' needs in science
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who recently participated in professional development in integrating environmentalism and sustainability into science instruction
[Lower secondary education teachers - teaching science] % of Grade 8 teachers who think they need future professional development in integrating environmentalism and sustainability into science instruction
[High school students - Performance and preference] Performance on the reading (15 years old, average score)
[High school students - Performance and preference] Performance on the mathematics (15 years old, average score)
[High school students - Performance and preference] Performance on the science (15 years old, average score)
[High school students - Performance and preference] % of 15 year old students who have ever repeated a grade
[High school students - Performance and preference] % of 15 year old students who say that mathematics is one of their favourite subjects
[High school students - Performance and preference] % of 15 year old students who say that national language is one of their favourite subjects
[High school students - Performance and preference] % of 15 year old students who say that science is one of their favourite subjects
[High school students - Performance and preference] % of 15 year old students who say that mathematics is easy for them
[High school students - Performance and preference] % of 15 year old students who say that national language is easy for them
[High school students - Performance and preference] % of 15 year old students who say that science is easy for them
[High school students - Performance and preference] % of 15 year old students who want to do well in their mathematics class
[High school students - Performance and preference] % of 15 year old students who want to do well in their national language class
[High school students - Performance and preference] % of 15 year old students who want to do well in their science class
[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 - 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 old students who spontaneously read magazines several times a week
[High school students - Reading] % of 15 year old students who spontaneously read comic books several times a week
[High school students - Reading] % of 15 year old students who spontaneously read fiction (novels, narratives, stories) several times a week
[High school students - Reading] % of 15 year old students who spontaneously read non-fiction books (informational, documentary) several times a week
[High school students - Reading] % of 15 year old students who spontaneously read newspapers several times a week
[High school students - Reading] % of 15 year old students who read books more often in paper format
[High school students - Reading] % of 15 year old students who read books more often on digital devices
[High school students - Reading] % of 15 year old students who read books equally often in paper format and on digital devices
[High school students - Reading] % of 15 year old students who spend more than 1 hour a day reading for enjoyment
[High school students - Reading] % of 15 year old students who agree that they are good readers
[High school students - Reading] % of 15 year old students who agree that they are able to understand difficult texts
[High school students - Reading] % of 15 year old students who agree that they read fluently
[High school students - Reading] % of 15 year old students who agree that they have always had difficulty with reading
[High school students - Reading] % of 15 year old students who agree that they have to read a text several times before completely understanding it
[High school students - Reading] % of 15 year old students who agree that I find it difficult to answer questions about a text
[High school students - Internet use] % of 15 year old students who read emails several times a day
[High school students - Internet use] % of 15 year old students who chat on line several times a day
[High school students - Internet use] % of 15 year old students who read online news several times a day
[High school students - Internet use] % of 15 year old students who search information online to learn about a particular topic several times a day
[High school students - Internet use] % of 15 year old students who take part in online group discussions or forums several times a day
[High school students - Internet use] % of 15 year old students who search for practical information online several times a day
[High school students - use of digital resources] % of 15 year old students who do not use digital resources for learning activities at school
[High school students - use of digital resources] % of 15 year old students who use digital resources for learning activities at school for more than 5 hours a day
[High school students - use of digital resources] % of 15 year old students who do not use digital resources for learning activities before and after school
[High school students - use of digital resources] % of 15 year old students who use digital resources for learning activities before and after school for more than 5 hours a day
[High school students - use of digital resources] % of 15 year old students who do not use digital resources for learning activities on weekends
[High school students - use of digital resources] % of 15 year old students who use digital resources for learning activities on weekends for more than 5 hours a day
[High school students - use of digital resources] % of 15 year old students who do not use digital resources for leisure at school
[High school students - use of digital resources] % of 15 year old students who use digital resources for leisure at school for more than 5 hours a day
[High school students - use of digital resources] % of 15 year old students who do not use digital resources for leisure before and after school
[High school students - use of digital resources] % of 15 year old students who use digital resources for leisure before and after school for more than 5 hours a day
[High school students - use of digital resources] % of 15 year old students who do not use digital resources for leisure on weekends
[High school students - use of digital resources] % of 15 year old students who use digital resources for leisure on weekends for more than 5 hours a day
[High school students - use of digital resources] % of 15 year old students who (almost) never turn off notifications from social networks and apps during class
[High school students - use of digital resources] % of 15 year old students who (almost) always turn off notifications from social networks and apps during class
[High school students - use of digital resources] % of 15 year old students who (almost) never turn off notifications from social networks and apps during sleep
[High school students - use of digital resources] % of 15 year old students who (almost) always turn off notifications from social networks and apps during sleep
[High school students - use of digital resources] % of 15 year old students who (almost) never keep their digital device near them to answer messages at home
[High school students - use of digital resources] % of 15 year old students who (almost) always keep their digital device near them to answer messages at home
[High school students - use of digital resources] % of 15 year old students who (almost) never have their digital device open in class for notes/ information
[High school students - use of digital resources] % of 15 year old students who (almost) always have their digital device open in class for notes/ information
[High school students - use of digital resources] % of 15 year old students who (almost) never feel pressured to be online and answer messages during class
[High school students - use of digital resources] % of 15 year old students who (almost) always feel pressured to be online and answer messages during class
[High school students - use of digital resources] % of 15 year old students who (almost) never feel nervous/anxious without their digital device around
[High school students - use of digital resources] % of 15 year old students who (almost) always feel nervous/anxious without their digital device around
[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 - 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 - effort, failure, talent] % of 15-year-olds who agree that trying hard at school will help me get a good job
[High school students - effort, failure, talent] % of 15-year-olds who agree that trying hard at school will help me get into a good college
[High school students - effort, failure, talent] % of 15-year-olds who agree that trying hard at school is important
[High school students - effort, failure, talent] % of 15-year-olds who find satisfaction in working as hard as they can
[High school students - effort, failure, talent] % of 15-year-olds who persist until a task is finished once they start
[High school students - effort, failure, talent] % of 15-year-olds who enjoy doing things when they improve on their past performance
[High school students - effort, failure, talent] % 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, failure, talent] % of 15-year-olds who worry about what others think of when they are failing
[High school students - effort, failure, talent] % of 15-year-olds who are afraid that they might not have enough talent when they are failing
[High school students - effort, failure, talent] % of 15-year-olds who doubt their plans for the future when they are failing
[High school students - effort, failure, talent] % of 15-year-olds who think that they canft change their intelligence very much
[High school students - effort, failure, talent] % of 15-year-olds who think that some people are just not good at mathematics, no matter how hard they study
[High school students - effort, failure, talent] % of 15-year-olds who think that some people are just not good in national language, no matter how hard they study
[High school students - competition and cooperation] % of 15-year-olds who enjoy working in situations involving competition with others
[High school students - competition and cooperation] % 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 - competition and cooperation] % of 15-year-olds who spend more than 2 hours on mathematics homework
[High school students - competition and cooperation] % of 15-year-olds who spend more than 2 hours on national language homework
[High school students - competition and cooperation] % of 15-year-olds who spend more than 2 hours on science homework
[High school students - competition and cooperation] % of 15-year-olds who spend more than 2 hours on homework in total
[High school students - life] Life satisfaction of 15-year-olds (10 steps)
[High school students - life] % of 15-year-olds who think that their life has clear meaning or purpose
[High school students - life] % of 15-year-olds who have discovered a satisfactory meaning in life
[High school students - 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 old students who usually manage one way or another
[High school students - doing things in life] % of 15 year old students who feel proud that they have accomplished things
[High school students - doing things in life] % of 15 year old students who feel that they can handle many things at a time
[High school students - doing things in life] % of 15 year old students who can usually find their way out in a difficult situation
[High school students - significance of school] % of 15 year old students who think that school has done little to prepare them for adult life when they leave school
[High school students - significance of school] % of 15 year old students who think that school has been a waste of time
[High school students - significance of school] % of 15 year old students who think that school has helped give confidence to make decisions
[High school students - significance of school] % of 15 year old students who think that school has taught things which could be useful in a job
[High school students - feeling at school] % of 15 year old students who feel like an outsider (or left out of things)
[High school students - feeling at school] % of 15 year old students who make friends easily at school
[High school students - feeling at school] % of 15 year old students who feel like they belong at school.
[High school students - feeling at school] % of 15 year old students who feel awkward and out of place in their school.
[High school students - feeling at school] % of 15 year old students who think that other students seem to like them
[High school students - feeling at school] % of 15 year old students who feel lonely at school
[High school students - views on teachers] % of 15 year old students who think that their teachers are respectful towards them
[High school students - views on teachers] % of 15 year old students who think that their teachers would be concerned about them when they are upset
[High school students - views on teachers] % of 15 year old students who think that their teachers would be excited when they come back after graduation
[High school students - views on teachers] % of 15 year old students who feel intimidated by the teachers
[High school students - views on teachers] % of 15 year old students who think that their teachers are really interested in their conditions
[High school students - views on teachers] % of 15 year old students who think that their teachers are friendly towards them
[High school students - views on teachers] % of 15 year old students who think that their teachers are interested in students' well-being
[High school students - views on teachers] % of 15 year old students who think that their teachers are mean towards them
[High school students - life before school] % of 15 year old students who do not eat breakfast before school
[High school students - life before school] % of 15 year old students who eat breakfast before school 5 or more days a week
[High school students - life before school] % of 15 year old students who do not study for school or homework before school
[High school students - life before school] % of 15 year old students who study for school or homework before school 5 or more days a week
[High school students - life before school] % of 15 year old students who do not work in the household nor take care of family members before school
[High school students - life before school] % of 15 year old students who work in the household or take care of family members before school 5 or more days a week
[High school students - life before school] % of 15 year old students who do not work for pay before school
[High school students - life before school] % of 15 year old students who work for pay before school 5 or more days a week
[High school students - life before school] % of 15 year old students who do not exercise nor practise a sport before school
[High school students - life before school] % of 15 year old students who exercise or practise a sport before school 5 or more days a week
[High school students - life before school] % of 15 year old students who do not eat dinner after school
[High school students - life before school] % of 15 year old students who eat dinner after school 5 or more days a week
[High school students - life before school] % of 15 year old students who do not study for school or homework after school
[High school students - life before school] % of 15 year old students who study for school or homework after school 5 or more days a week
[High school students - life before school] % of 15 year old students who do not work in the household nor take care of family members after school
[High school students - life before school] % of 15 year old students who work in the household or take care of family members after school 5 or more days a week
[High school students - life before school] % of 15 year old students who do not work for pay after school
[High school students - life before school] % of 15 year old students who work for pay after school 5 or more days a week
[High school students - life before school] % of 15 year old students who do not exercise nor practise a sport after school
[High school students - life before school] % of 15 year old students who exercise or practise a sport after school 5 or more days a week
[High school students - family support] % of 15 year old students whose family discuss how well they are doing at school every day
[High school students - family support] % of 15 year old students whose family never discuss how well they are doing at school
[High school students - family support] % of 15 year old students whose family eat dinner with them every day
[High school students - family support] % of 15 year old students whose family never eat dinner with them
[High school students - family support] % of 15 year old students whose family spend time just talking with them every day
[High school students - family support] % of 15 year old students whose family never spend time just talking with them
[High school students - family support] % of 15 year old students whose family talk about the importance of graduating from upper secondary school every day
[High school students - family support] % of 15 year old students whose family never talk about the importance of graduating from upper secondary school
[High school students - family support] % of 15 year old students whose family talk about any problems you might have at school every day
[High school students - family support] % of 15 year old students whose family never talk about any problems you might have at school
[High school students - family support] % of 15 year old students whose family ask about how well they are getting along with other students at school every day
[High school students - family support] % of 15 year old students whose family never ask about how well they are getting along with other students at school
[High school students - family support] % of 15 year old students whose family encourage them to get good school grades every day
[High school students - family support] % of 15 year old students whose family never encourage them to get good school grades
[High school students - family support] % of 15 year old students whose family take an interest in what they are learning at school every day
[High school students - family support] % of 15 year old students whose family never take an interest in what they are learning at school
[High school students - family support] % of 15 year old students whose family talk about their future education every day
[High school students - family support] % of 15 year old students whose family never talk about their future education
[High school students - family support] % of 15 year old students whose family ask what they did in school every day
[High school students - family support] % of 15 year old students whose family never ask what they did in school
[High school students - family support] % of 15 year old students who think that their parents support their educational efforts and achievements
[High school students - family support] % of 15 year old students who think that their parents support them when they are facing difficulties at school
[High school students - family support] % of 15 year old students who think that their parents encourage them to be confident
[High school students - laziness and bullying] % of 15 year old students who have ever skipped a whole school day in the last two weeks
[High school students - laziness and bullying] % of 15 year old students who have ever skipped some classes in the last two weeks
[High school students - laziness and bullying] % of 15 year old students who have ever arrived late for school in the last two weeks
[High school students - laziness and bullying] % of 15 year old students who have ever been left out of things by other students
[High school students - laziness and bullying] % of 15 year old students who have ever been made fun of by other students
[High school students - laziness and bullying] % of 15 year old students who have ever been threatened by other students
[High school students - laziness and bullying] % of 15 year old students whose belongings have ever been taken away or destroyed by other students
[High school students - laziness and bullying] % of 15 year old students who have ever been hit or pushed around by other students
[High school students - laziness and bullying] % of 15 year old students whose nasty rumours have ever been spread by other students
[High school students - laziness and bullying] % of 15 year old students who were in a physical fight on school property
[High school students - laziness and bullying] % of 15 year old students who stayed home from school because they felt unsafe
[High school students - laziness and bullying] % of 15 year old students who gave money to someone at school because they are threatened
[High school students - laziness and bullying] % of 15 year old students who are irritated when nobody defends bullied students
[High school students - laziness and bullying] % of 15 year old students who agree that it is a good thing to help students who canft defend themselves
[High school students - laziness and bullying] % of 15 year old students who agree that it is a wrong thing to join in bullying
[High school students - laziness and bullying] % of 15 year old students who feel bad seeing other students bullied
[High school students - laziness and bullying] % of 15 year old students 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 - future career] % of 15 year old students who have done an internship
[High school students - future career] % of 15 year old students who have attended work experience or work-site visits
[High school students - future career] % of 15 year old students who have visited a job fair
[High school students - future career] % of 15 year old students who have spoken to a career advisor at school
[High school students - future career] % of 15 year old students who have spoken to a career advisor outside of school
[High school students - future career] % of 15 year old students who have completed a questionnaire to find out about their interests and abilities
[High school students - future career] % of 15 year old students who have researched the internet for information about careers
[High school students - future career] % of 15 year old students who have been to an organised tour in an Upper secondary school or University
[High school students - future career] % of 15 year old students who have researched the internet for information about Upper secondary school or University programmes
[High school students - future career] % of 15 year old students who have researched information on student financing (e.g. student loans or grants)
[University] % of 25-34 year olds that has attained tertiary education
[University] % of 55-64 year olds that has attained tertiary education
[University] Average age of first-time entrants to tertiary education
[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 public expenditure on tertiary education
[University] % of private 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 inflow in Bachelorfs or equivalent level
[University] % of international students inflow in Masterfs or equivalent level
[University] % of international students inflow in Doctoral or equivalent level
[University] % of those who think that women and men are equally suited for a head of a university
[University] % of those who think that men are better suited for a head of a university
[Media] Degree of trust in the news media (excluding SNS) (0-10 scale)
[Media] % of those who think that it is very important that the media can report the news without censorship
[Media] % of those who think that it is very important that people can say what they want without censorship
[Media] % of those who think that it is very important that people can the internet without censorship
[Media] % of those who think that the media is completely free to report the news
[Media] % of those who think that people are completely free to say what they want
[Media] % of those who think that people are completely free to use the internet
[Media] % of those who think that made-up news and information is a very big problem in their country
[Media] % of those who have contacted or appeared in the media to express their views
[Media] % of those who watch TV, DVD, videos in their free time daily
[Media] % of those who get much enjoyment from watching TV, DVD, videos
[Media] % of those who think that television should give preference to the country's own films and programmes
[Media] % of those who think that the media has the most influence on the actions of the government
Period:
2023
Area:
World
\n
G7
\n
G7+3
\n
OECD members
\n
EU27
\n
EU+Japan
\n
Europe
\n
ASIA
\n
G17
\n
Latin America
\n
Africa
\n
countries/ areas
Highlight:
(No highlight)
Japan
Nordic and Japan
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No data for 38 countries.
Australia/ Austria/ Belgium/ Canada/ Chile/ Colombia/ Costa Rica/ Czech Republic/ Denmark/ Estonia/ Finland/ France/ Germany/ Greece/ Hungary/ Iceland/ Ireland/ Israel/ Italy/ Japan/ Republic of Korea/ Latvia/ Lithuania/ Luxembourg/ Mexico/ Netherlands/ New Zealand/ Norway/ Poland/ Portugal/ Slovakia/ Slovenia/ Spain/ Sweden/ Switzerland/ Turkiye/ United Kingdom/ United States
Source
Correlations with major national performance indices
