Global Japanese Data Rankings

Geography> [9]

	Albania
Surface area (square km) (2020)	28,750 [141/215 countries]
Land area (sq. km) (2020)	27,400 [143/216 countries]
Agricultural land (% of land area) (2020)	42.5% [88/209 countries]
Forest area (sq. km) (2020)	7,889 [130/209 countries]
Forest area (% of land area) (2020)	28.8% [112/209 countries]
Coastline (km) (2019)	362 [121/230 countries]
Population living in areas where elevation is below 5 meters (% of total population) (2015)	9.2% [46/172 countries]
Average yearly temperature (degrees Celsius) (1961-1990)	11.4 [140/191 countries]
Average precipitation in depth (mm per year) (2019)	1,485 [61/182 countries]

Biodiversity> [5]

Animals, environment and mankind> [0]

Environment and economy> [0]

Environmental protection> [0]

CO2 and energy> [2]

Energy> [0]

Nuclear and radioactivity> [0]

Environmental pollution> [3]

Waste and cleanness> [0]

	Albania
Statutory number of members (As of February 16, 2023)	140 [95/190 countries]
Inhabitants per parliamentarian (2021)	20,879 [136/192 countries]
% of women in parliament (As of February 16, 2023)	35.71% [42/185 countries]

	Albania
General government expenditures as % of GDP (2022)	31.3% [94/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-1.86% [81/180 countries]
General government gross debt as % of GDP (2022)	70% [60/185 countries]

	Albania
Population (ten thousands) (2021)	281.2 [138/216 countries]
Popuation growth (annual) (2021)	-0.9% [202/217 countries]
Popuation change in the last 20 years (2001-2021)	-8.1% [206/217 countries]
0-14 years, % of the total population (2021)	17.1% [148/193 countries]
15-64 years, % of the total population (2021)	67.7% [43/193 countries]
65 years and over, % of the total population (2021)	15.2% [50/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	78.7 [46/199 countries]
Life expectancy at birth - Female (years) (2020)	80.3 [59/199 countries]
Life expectancy at birth - Male (years) (2020)	77.2 [41/199 countries]

	Albania
Fertility rate, total (births per woman) (2020)	1.58 [155/200 countries]
Crude birth rate (per 1,000 people) (2020)	11.5 [143/204 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	15 [135/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	8.8 [125/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	10 [124/194 countries]

	Albania
Prevalence of stunting in children under 5 (%) (2020)	9.6% [101/154 countries]
Prevalence of overweight in children under 5 (%) (2020)	14.6% [8/154 countries]
Proportion of ever-partnered women and girls aged 15?49 years subjected to physical and/or sexual violence by a current or former intimate partner in their lifetime (%) (2018)	13% [143/151 countries]

	Albania
Voter turnout in the national election	46.3% (2021) [166/199 countries]

	Albania
Evaluation of control of corruption (0-100) (2021)	31.7 [143/209 countries]

	Albania
General government revenues as % of GDP (2022)	27% [94/189 countries]

	Albania
International migrant stock (% of immigrants in the population) (2020)	1.7% [173/231 countries]
Refugee population by country or territory of asylum (2019)	120 [147/164 countries]

	Albania
GDP (current US$, billions) (2021)	18.314 [122/192 countries]
GDP per capita (current US$) (2021)	6,375 [95/192 countries]
GDP per capita (PPP, current international$) (2021)	15,999 [91/192 countries]
GNI per capita, Atlas method (current US$) (2021)	6,110 [83/173 countries]
Shadow economy, as % of GDP (2015)	26.2% [87/158 countries]

	Albania
Price level index - Gross Domestic Product [= the whole national economy] (OECD=100) (2017)	40 [48/49 countries]
Price level index - Food (OECD=100) (2017)	65 [45/49 countries]
Price level index - Bread and cereals (OECD=100) (2017)	60 [44/49 countries]
Price level index - Meat (OECD=100) (2017)	66 [41/49 countries]
Price level index - Fish (OECD=100) (2017)	77 [41/49 countries]
Price level index - Milk, cheese and eggs (OECD=100) (2017)	81 [41/49 countries]
Price level index - Fruits, vegetables, potatoes (OECD=100) (2017)	53 [46/49 countries]
Price level index - Non-alcoholic beverages (OECD=100) (2017)	84 [34/49 countries]
Price level index - Alcoholic beverages (OECD=100) (2017)	82 [32/49 countries]
Price level index - Tobacco (OECD=100) (2017)	41 [45/49 countries]
Price level index - Clothing and footwear (OECD=100) (2017)	82 [42/49 countries]
Price level index - Housing, water, electricity, gas and other fuels (OECD=100) (2017)	33 [43/49 countries]
Price level index - Hospital services (OECD=100) (2017)	7 [49/49 countries]
Price level index - Transport (OECD=100) (2017)	79 [38/49 countries]
Price level index - Communication (OECD=100) (2017)	75 [25/49 countries]
Price level index - Recreation and culture (OECD=100) (2017)	49 [48/49 countries]
Price level index - Education (OECD=100) (2017)	11 [48/49 countries]
Price level index - Restaurants and hotels (OECD=100) (2017)	40 [49/49 countries]
Price level index - Construction (OECD=100) (2017)	35 [45/49 countries]

	Albania
New business density (new registrations per 1,000 people ages 15-64) (2020)	1.52 [79/121 countries]

	Albania
Employment in agriculture (% of total employment) (2019)	36.4% [47/187 countries]
Employment in agriculture (% of total employment) (2019)	36.4% [47/187 countries]
Employment in industry (% of total employment) (2019)	20.1% [84/187 countries]

	Albania
% of the parents who often read books to their child before they began primary school (2019)	48.8% [26/53 countries]
% of the parents who often told stories to their child before they began primary school (2019)	58.0% [18/53 countries]
% of the parents who often sang songs to their child before they began primary school (2019)	59.5% [18/53 countries]
% of the parents who often played with alphabet toys with their child before they began primary school (2019)	51.3% [19/53 countries]
% of the parents who often talked about things to their child before they began primary school (2019)	67.2% [25/53 countries]
% of the parents who often talked about what they had read to their child before they began primary school (2019)	49.2% [8/53 countries]
% of the parents who often played word games with their child before they began primary school (2019)	54.0% [5/53 countries]
% of the parents who often wrote letters or words to their child before they began primary school (2019)	68.8% [4/53 countries]
% of the parents who often read aloud signs and labels to their child before they began primary school (2019)	52.4% [16/53 countries]
% of the parents who often sang counting songs to their child before they began primary school (2019)	29.6% [43/53 countries]
% of the parents who often played with number toys with their child before they began primary school (2019)	51.5% [16/53 countries]
% of the parents who often counted different things to their child before they began primary school (2019)	72.4% [6/53 countries]
% of the parents who often played games involving shapes with their child before they began primary school (2019)	56.8% [29/53 countries]
% of the parents who often played with building blocks or construction toys with their child before they began primary school (2019)	54.9% [39/53 countries]
% of the parents who often played board or card games with their child before they began primary school (2019)	59.8% [6/53 countries]
% of the parents who often wrote numbers to their child before they began primary school (2019)	81.8% [1/53 countries]
% of the parents who often drew shapes to their child before they began primary school (2019)	71.7% [1/53 countries]
% of the parents who often measured or weighed things with their child before they began primary school (2019)	26.1% [4/53 countries]

	Albania
% of the children who could recognize most of the letters of the alphabet very well when they began primary school (2019)	63.0% [12/53 countries]
% of the children who could read some words very well when they began primary school (2019)	48.3% [11/53 countries]
% of the children who could read sentences very well when they began primary school (2019)	32.8% [11/53 countries]
% of the children who could read a story very well when they began primary school (2019)	16.2% [23/53 countries]
% of the children who could write letters of the alphabet very well when they began primary school (2019)	67.3% [5/53 countries]
% of the children who could write his/her name very well when they began primary school (2019)	83.5% [5/53 countries]
% of the children who could write words other than his/her name very well when they began primary school (2019)	57.6% [2/53 countries]

	Albania
% of the children who could count by himself/ herself up to 100 or higher when they began primary school (2019)	46.2% [11/53 countries]
% of the children who could recognize written numbers up to 100 or higher when they began primary school (2019)	37.9% [11/53 countries]
% of the children who could write numbers up to 100 or higher when they began primary school (2019)	38.6% [9/53 countries]
% of the children who could do simple addition up to 100 or higher when they began primary school (2019)	89.7% [9/53 countries]

	Albania
% of Grade 4 students who have their own room (2019)	76.0% [20/57 countries]
% of Grade 4 students who have internet connection at home (2019)	63.1% [51/57 countries]
% of Grade 4 students who have their own mobile phone (2019)	49.4% [42/57 countries]

	Albania
% of Grade 4 students who are absent from school once a week (2019)	10.1% [24/57 countries]
% of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday (2019)	13.4% [57/57 countries]
% of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	22.1% [45/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2019)	96.3% [2/57 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2019)	93.3% [1/57 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2019)	93.8% [1/57 countries]
% of Grade 4 students who agree a lot that teachers at their school are fair to them (2019)	95.8% [1/57 countries]
% of Grade 4 students who agree a lot that they are proud to go to their school (2019)	96.6% [1/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2019)	17.5% [56/57 countries]
% of Grade 4 students who say that other students left them out of games or activities (2019)	15.0% [57/57 countries]
% of Grade 4 students who say that other students spread lies about them (2019)	27.3% [49/57 countries]
% of Grade 4 students who say that other students stole something from them (2019)	11.3% [52/57 countries]
% of Grade 4 students who say that other students damaged something of theirs on purpose (2019)	11.5% [54/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2019)	18.1% [55/57 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2019)	7.9% [56/57 countries]
% of Grade 4 students who say that other students sent them nasty or hurtful messages online (2019)	3.6% [56/57 countries]
% of Grade 4 students who say that other students shared nasty or hurtful things about them online (2019)	3.2% [55/57 countries]
% of Grade 4 students who say that other students shared embarrassing photos of them online (2019)	2.1% [56/57 countries]
% of Grade 4 students who say that other students threatened them (2019)	4.5% [57/57 countries]

	Albania
Average score of mathematics achievement of 4th grade (2019)	494 [38/57 countries]
% of Grade 4 students who work problems on their own in every or almost every lesson (2019)	65.8% [7/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning mathematics (2019)	91.2% [2/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study mathematics (2019)	11.1% [43/57 countries]
% of Grade 4 students who agree a lot that mathematics is boring (2019)	4.4% [55/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in mathematics (2019)	92.6% [1/57 countries]
% of Grade 4 students who agree a lot that they like mathematics very much (2019)	90.2% [2/57 countries]
% of Grade 4 students who agree a lot that they like any schoolwork that involves numbers (2019)	88.9% [2/57 countries]
% of Grade 4 students who agree a lot that they like to solve mathematics problems (2019)	79.8% [2/57 countries]
% of Grade 4 students who agree a lot that they look forward to mathematics lessons (2019)	82.5% [2/57 countries]
% of Grade 4 students who agree a lot that mathematics is one of their favorite subjects (2019)	79.8% [3/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	85.6% [1/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	98.7% [1/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	96.5% [1/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining mathematics (2019)	98.6% [1/57 countries]
% of Grade 4 students who agree a lot that their teacher does a variety of things to help them learn in mathematics lessons (2019)	96.7% [2/57 countries]
% of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in mathematics lessons (2019)	97.5% [1/57 countries]
% of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	13.6% [50/56 countries]
% of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	13.0% [56/56 countries]
% of Grade 4 students who say that it is too disorderly for students to work well in every or almost every mathematics lesson (2019)	10.8% [47/56 countries]
% of Grade 4 students who say that their teacher has to wait a long time for students to quiet down in every or almost everymathematics lesson (2019)	14.7% [54/56 countries]
% of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	10.4% [53/56 countries]
% of Grade 4 students who say that their teacher has to keep telling them to follow the classroom rules in every or almost every mathematics lesson (2019)	72.1% [1/56 countries]
% of Grade 4 students who agree a lot that they usually do well in mathematics (2019)	71.9% [3/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	14.3% [34/57 countries]
% of Grade 4 students who agree a lot that they are just not good at mathematics (2019)	11.1% [32/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in mathematics (2019)	71.5% [2/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them nervous (2019)	7.7% [48/57 countries]
% of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems (2019)	46.7% [11/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics (2019)	57.2% [12/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than any other subject (2019)	12.5% [48/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them confused (2019)	11.9% [37/57 countries]

	Albania
Average score of science achievement of 4th grade (2019)	489 [38/57 countries]
% of Grade 4 students who conduct science experiments at least once a week (2019)	54.2% [4/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning science (2019)	89.1% [1/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study science (2019)	11.1% [35/57 countries]
% of Grade 4 students who agree a lot that science is boring (2019)	3.8% [55/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in science (2019)	94.1% [1/57 countries]
% of Grade 4 students who agree a lot that they like science very much (2019)	89.5% [1/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	93.8% [1/57 countries]
% of Grade 4 students who agree a lot that they look forward to learning science (2019)	80.1% [2/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	93.8% [1/57 countries]
% of Grade 4 students who agree a lot that science is one of their favorite subjects (2019)	72.5% [5/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	83.2% [1/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons (2019)	98.0% [1/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	95.6% [1/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining science (2019)	98.0% [1/57 countries]
% of Grade 4 students who agree a lot that their teacher does a variety of things to help them learn in science lessons (2019)	96.6% [1/57 countries]
% of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in science lessons (2019)	95.7% [1/57 countries]
% of Grade 4 students who agree a lot that they usually do well in science (2019)	75.5% [3/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than for many of their classmates (2019)	10.1% [34/57 countries]
% of Grade 4 students who agree a lot that they are just not good at science (2019)	8.3% [38/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in science (2019)	74.9% [2/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at science (2019)	62.6% [8/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than any other subject (2019)	8.7% [42/57 countries]
% of Grade 4 students who agree a lot that science makes them confused (2019)	14.2% [18/57 countries]

	Albania
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	12.4% [36/52 countries]
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	9.0% [22/52 countries]

	Albania
% 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 (2019)	89.4% [1/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment (2019)	80.5% [11/52 countries]
% of the parents of Grade 4 students who agree a lot that their childfs school cares about their child's progress in school (2019)	87.6% [1/52 countries]
% 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 (2019)	90.2% [2/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards (2019)	66.4% [5/52 countries]
% 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 (2019)	92.9% [1/52 countries]
% 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 (2019)	90.2% [1/52 countries]
% 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 (2019)	88.4% [1/52 countries]

	Albania
% of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree (2019)	74.7% [24/52 countries]

	Albania
Performance on the reading (15 years old, average score) (2018)	405.43 [61/76 countries]
Performance on the reading (15 years old, average score) (2015)	405 [62/72 countries]
Performance on the reading (15 years old, average score) (2000)	349 [40/41 countries]
Performance on the mathematics (15 years old, average score) (2018)	437.22 [48/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	413 [56/72 countries]
Performance on the mathematics (15 years old, average score) (2000)	381 [37/41 countries]
Performance on the science (15 years old, average score) (2018)	416.73 [59/77 countries]
Performance on the science (15 years old, average score) (2015)	427 [53/72 countries]
Performance on the science (15 years old, average score) (2000)	376 [39/41 countries]
% of 15 year old students who have ever repeated a grade (2009)	4.7% [43/65 countries]

	Albania
% of 15-year-old students who have a computer they can use for school work in their home (2018)	68.9% [60/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	39.3% [58/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	72.0% [5/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	61.2% [34/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	66.4% [6/79 countries]

	Albania
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	10.6% [72/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	11.3% [67/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	9.2% [73/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	12.0% [64/72 countries]
% of 15 year old students who say that the teacher has to wait a long time for the students to quieten down in their language lessons (2018)	11.1% [72/77 countries]
% of 15 year old students who say that the teacher has to wait a long time for the students to quieten down in their language lessons (2009)	13.9% [62/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	10.3% [70/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	13.3% [58/72 countries]
% of 15 year old students who say that students don't start working for a long time after the lesson begins in their language lessons (2018)	10.6% [70/77 countries]
% of 15 year old students who say that students don't start working for a long time after the lesson begins in their language lessons (2009)	11.8% [66/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	86.2% [6/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	86.2% [1/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	92.0% [1/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	90.6% [1/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	92.5% [1/76 countries]
% of 15 year old students who say that the teacher asks questions to check whether they have understood what was taught in their language lessons (2018)	93.1% [1/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	83.5% [2/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	92.9% [1/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	90.4% [1/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	82.7% [4/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	85.3% [1/76 countries]
% of 15 year old students who say that their teacher adapts the lesson to their class's needs and knowledge in their language lessons (2018)	73.5% [4/77 countries]
% of 15 year old students who say that their teacher provides individual help when a student has difficulties understanding a topic or task in their language lessons (2018)	70.2% [2/77 countries]
% of 15 year old students who say that their teacher changes the structure of the lesson on a topic that most students find difficult to understand in their language lessons (2018)	68.7% [1/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	61.3% [1/76 countries]
% of 15 year old students who say that their teacher tells them in which areas they can still improve in their language lessons (2018)	66.1% [1/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	75.1% [1/76 countries]
% of 15 year old students who agree that it was clear to them that their teacher liked teaching them in their language lessons (2018)	93.9% [1/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	84.7% [5/76 countries]
% of 15 year old students who agree that it was clear that the teacher likes to deal with the topic of the lesson in their language lessons (2018)	92.5% [1/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	91.4% [1/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	36.5% [10/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	52.2% [5/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	36.2% [9/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	37.4% [7/77 countries]
% of 15 year old students who say that the teacher encourages students to express their opinion about a text in their language lessons (2018)	77.0% [1/77 countries]
% of 15 year old students who say that the teacher encourages students to express their opinion about a text in their language lessons (2009)	73.4% [4/73 countries]
% of 15 year old students who say that the teacher helps students relate the stories they read to their lives in their language lessons (2018)	68.7% [2/77 countries]
% of 15 year old students who say that the teacher helps students relate the stories they read to their lives in their language lessons (2009)	59.9% [7/73 countries]
% of 15 year old students who say that the teacher shows students how the information in texts builds on what they already know in their language lessons (2018)	74.1% [1/77 countries]
% of 15 year old students who say that the teacher shows students how the information in texts builds on what they already know in their language lessons (2009)	61.5% [8/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	83.2% [1/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	79.0% [3/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	24.8% [43/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	81.1% [10/77 countries]
% of 15 year old students who are told to list and write a short description of the main characters in their language lessons (2018)	86.8% [8/77 countries]
% of 15 year old students who are told to discuss in small groups with other students who read the same book or chapter in their language lessons (2018)	71.1% [10/77 countries]
% of 15 year old students who are told to give their personal thoughts about the book or the chapter in their language lessons (2018)	87.0% [4/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	83.0% [31/77 countries]
% of 15 year old students who are told to compare the content of the book or the chapter with their own experience in their language lessons (2018)	63.7% [4/77 countries]
% of 15 year old students who are told to compare the book with other books or texts on a similar topic in their language lessons (2018)	69.4% [6/77 countries]
% of 15 year old students who are told to select a passage they liked or disliked and explain why in their language lessons (2018)	81.5% [1/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	74.8% [8/77 countries]

	Albania
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	72.9% [8/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	69.9% [28/77 countries]
% of 15 year old students who have learned at school how to compare different web pages and decide what information is more relevant (2018)	77.8% [4/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	73.0% [32/77 countries]
% of 15 year old students who have learned at school how to use the short description below the links in the list of results of a search (2018)	70.5% [4/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	77.2% [2/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	55.2% [12/77 countries]

	Albania
% of 15 year old students who read only if they have to (2018)	38.2% [62/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	74.7% [2/77 countries]
% of 15 year old students who like talking about books with other people (2018)	74.1% [2/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	13.2% [64/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	44.2% [70/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	11.7% [6/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	17.5% [9/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2009)	18.9% [11/64 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	24.4% [11/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2009)	22.8% [10/64 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	19.0% [6/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	14.2% [20/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2009)	39.7% [37/64 countries]
% of 15-year olds who read books more often in paper format (2018)	34.1% [29/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	20.6% [33/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	34.8% [1/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	38.8% [4/77 countries]
% of 15-year olds who agree that they are good readers (2018)	77.7% [19/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	74.2% [5/77 countries]
% of 15-year olds who agree that they read fluently (2018)	88.3% [3/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	15.2% [55/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	49.6% [24/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	25.1% [40/77 countries]

	Albania
% of 15-year olds who read emails several times a day (2018)	14.6% [17/77 countries]
% of 15-year olds who chat on line several times a day (2018)	60.2% [62/77 countries]
% of 15-year olds who read online news several times a day (2018)	34.0% [17/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	31.0% [27/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	18.4% [17/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	26.0% [17/77 countries]

	Albania
% of those who agree that there were many words they could not understand in the PISA test (2018)	28.5% [23/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	27.5% [15/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	22.2% [31/77 countries]

	Albania
Extent to which 15-year-olds think of concentrating on the parts of the text that are easy to understand as useful for understanding and memorising the text (2018)	3.50 [25/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	3.37 [14/77 countries]
Extent to which 15-year-olds think of discussing its content with other people after reading the text as useful for understanding and memorising the text (2018)	3.86 [7/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	4.41 [7/77 countries]
Extent to which 15-year-olds think of summarising the text in their own words as useful for understanding and memorising the text (2018)	4.48 [4/77 countries]
Extent to which 15-year-olds think of reading the text aloud to another person as useful for understanding and memorising the text (2018)	3.36 [7/77 countries]
Extent to which 15-year-olds think of checking that each paragraph is covered in the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	3.77 [6/77 countries]
Extent to which 15-year-olds think of I trying to copy out accurately as many sentences as possible as useful for writing a summary of a long and rather difficult two-page text (2018)	2.93 [19/77 countries]
Extent to which 15-year-olds think of reading the text as many times as possible before writing the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	4.06 [7/77 countries]
Extent to which 15-year-olds think of carefully checking whether the most important facts in the text are represented in the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	4.11 [40/77 countries]
Extent to which 15-year-olds think of reading through the text, underlining the most important sentences, and then writing them in their own words as useful for writing a summary of a long and rather difficult two-page text (2018)	4.41 [12/77 countries]

	Albania
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 (2018)	3.25 [7/77 countries]
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 (2018)	3.77 [44/77 countries]
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 (2018)	3.33 [1/77 countries]
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 (2018)	2.36 [70/77 countries]
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 (2018)	3.64 [38/77 countries]

	Albania
% of 15-year-olds who agree that trying hard at school will help me get a good job (2018)	92.9% [1/79 countries]
% of 15-year-olds who agree that trying hard at school will help me get into a good college (2018)	92.8% [3/79 countries]
% of 15-year-olds who agree that trying hard at school is important (2018)	91.2% [6/79 countries]
% of 15-year-olds who find satisfaction in working as hard as they can (2018)	89.3% [7/79 countries]
% of 15-year-olds who persist until a task is finished once they start (2018)	87.2% [5/79 countries]
% of 15-year-olds who enjoy doing things when they improve on their past performance (2018)	89.6% [11/79 countries]
% 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 (2018)	84.2% [2/79 countries]
% of 15-year-olds who worry about what others think of when they are failing (2018)	50.5% [39/77 countries]
% of 15-year-olds who are afraid that they might not have enough talent when they are failing (2018)	43.4% [62/77 countries]
% of 15-year-olds who doubt their plans for the future when they are failing (2018)	44.3% [54/77 countries]
% of 15-year-olds who think that they canft change their intelligence very much (2018)	58.0% [8/78 countries]
% of 15-year-olds who enjoy working in situations involving competition with others (2018)	81.8% [1/79 countries]
% of 15-year-olds who agree that it is important for them to perform better than other people on a task (2018)	81.6% [2/79 countries]

	Albania
% of 15-year-olds who try harder when they are in competition with other people (2018)	85.2% [10/79 countries]
% of 15-year-olds who think that students seem to value competition (2018)	71.8% [2/78 countries]
% of 15-year-olds who think that students are competing with each other (2018)	75.3% [1/78 countries]
% of 15-year-olds who think that students seem to share the feeling that competing with each other is important (2018)	68.1% [1/78 countries]
% of 15-year-olds who think that students feel that they are being compared with others (2018)	67.2% [2/78 countries]
% of 15-year-olds who think that students seem to value cooperation (2018)	79.6% [2/77 countries]
% of 15-year-olds who think that students are cooperating with each other (2018)	81.0% [1/77 countries]
% of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important (2018)	79.9% [1/77 countries]
% of 15-year-olds who think that they are encouraged to cooperate with others (2018)	80.2% [1/77 countries]

	Albania
% of 15-year-olds who think that their life has clear meaning or purpose (2018)	88.2% [2/74 countries]
% of 15-year-olds who have discovered a satisfactory meaning in life (2018)	78.4% [7/74 countries]
% of 15-year-olds who have a clear sense of what gives meaning to their life (2018)	83.9% [4/74 countries]