Global Japanese Data Rankings

Geography> [8]

	Azerbaijan
Surface area (square km) (2020)	86,600 [114/215 countries]
Land area (sq. km) (2020)	82,646 [113/216 countries]
Agricultural land (% of land area) (2020)	57.8% [44/209 countries]
Forest area (sq. km) (2020)	11,318 [121/209 countries]
Forest area (% of land area) (2020)	13.7% [147/209 countries]
Coastline (km) (2019)	0 [186/230 countries]
Average yearly temperature (degrees Celsius) (1961-1990)	12.0 [136/191 countries]
Average precipitation in depth (mm per year) (2019)	447 [148/182 countries]

Biodiversity> [5]

Animals, environment and mankind> [0]

Environment and economy> [0]

Environmental protection> [0]

CO2 and energy> [3]

Energy> [5]

Nuclear and radioactivity> [0]

Environmental pollution> [2]

Waste and cleanness> [0]

	Azerbaijan
Statutory number of members (As of February 16, 2023)	125 [103/190 countries]
Inhabitants per parliamentarian (2021)	76,936 [63/192 countries]
% of women in parliament (As of February 16, 2023)	18.64% [125/185 countries]
% of MPs 40 years of age or younger (As of February 16, 2023)	10.17% [123/143 countries]

	Azerbaijan
General government expenditures as % of GDP (2022)	29.6% [102/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	17.62% [2/180 countries]
General government gross debt as % of GDP (2022)	21% [170/185 countries]

	Azerbaijan
Population (ten thousands) (2021)	1,014.5 [90/216 countries]
Popuation growth (annual) (2021)	0.4% [143/217 countries]
Popuation change in the last 20 years (2001-2021)	25.1% [117/217 countries]
0-14 years, % of the total population (2021)	23.4% [108/193 countries]
15-64 years, % of the total population (2021)	69.5% [21/193 countries]
65 years and over, % of the total population (2021)	7.1% [99/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	73.1 [111/199 countries]
Life expectancy at birth - Female (years) (2020)	75.6 [117/199 countries]
Life expectancy at birth - Male (years) (2020)	70.6 [106/199 countries]
Population density (per square kilometer) (2021)	122.7 [88/216 countries]

	Azerbaijan
Fertility rate, total (births per woman) (2020)	1.70 [141/200 countries]
Crude birth rate (per 1,000 people) (2020)	12.5 [136/204 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	26 [119/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	17.3 [80/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	19 [82/194 countries]

	Azerbaijan
Prevalence of stunting in children under 5 (%) (2020)	16.3% [70/154 countries]
Prevalence of overweight in children under 5 (%) (2020)	9.4% [37/154 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)	14% [140/151 countries]

	Azerbaijan
Voter turnout in the national election	46.8% (2020) [163/199 countries]

	Azerbaijan
Evaluation of control of corruption (0-100) (2021)	21.6 [164/209 countries]

	Azerbaijan
International migrant stock (% of immigrants in the population) (2020)	2.5% [159/231 countries]
Refugee population by country or territory of asylum (2019)	1,109 [112/164 countries]

	Azerbaijan
GDP (current US$, billions) (2021)	54.622 [88/192 countries]
GDP per capita (current US$) (2021)	5,398 [100/192 countries]
GDP per capita (PPP, current international$) (2021)	15,882 [92/192 countries]
GNI per capita, Atlas method (current US$) (2021)	4,880 [92/173 countries]
Shadow economy, as % of GDP (2015)	43.7% [13/158 countries]

	Azerbaijan
New business density (new registrations per 1,000 people ages 15-64) (2020)	1.30 [85/121 countries]

	Azerbaijan
Employment in agriculture (% of total employment) (2019)	36.0% [48/187 countries]
Employment in agriculture (% of total employment) (2019)	36.0% [48/187 countries]
Employment in industry (% of total employment) (2019)	14.8% [142/187 countries]

	Azerbaijan
% of the parents who often read books to their child before they began primary school (2019)	43.1% [32/53 countries]
% of the parents who often told stories to their child before they began primary school (2019)	53.1% [22/53 countries]
% of the parents who often sang songs to their child before they began primary school (2019)	32.3% [50/53 countries]
% of the parents who often played with alphabet toys with their child before they began primary school (2019)	39.3% [36/53 countries]
% of the parents who often talked about things to their child before they began primary school (2019)	27.0% [53/53 countries]
% of the parents who often talked about what they had read to their child before they began primary school (2019)	31.9% [40/53 countries]
% of the parents who often played word games with their child before they began primary school (2019)	42.0% [20/53 countries]
% of the parents who often wrote letters or words to their child before they began primary school (2019)	64.5% [6/53 countries]
% of the parents who often read aloud signs and labels to their child before they began primary school (2019)	40.8% [38/53 countries]
% of the parents who often sang counting songs to their child before they began primary school (2019)	42.9% [20/53 countries]
% of the parents who often played with number toys with their child before they began primary school (2019)	38.9% [36/53 countries]
% of the parents who often counted different things to their child before they began primary school (2019)	63.5% [24/53 countries]
% of the parents who often played games involving shapes with their child before they began primary school (2019)	43.2% [45/53 countries]
% of the parents who often played with building blocks or construction toys with their child before they began primary school (2019)	26.5% [52/53 countries]
% of the parents who often played board or card games with their child before they began primary school (2019)	21.4% [50/53 countries]
% of the parents who often wrote numbers to their child before they began primary school (2019)	73.2% [3/53 countries]
% of the parents who often drew shapes to their child before they began primary school (2019)	60.8% [8/53 countries]
% of the parents who often measured or weighed things with their child before they began primary school (2019)	28.0% [1/53 countries]

	Azerbaijan
% of the children who could recognize most of the letters of the alphabet very well when they began primary school (2019)	52.4% [30/53 countries]
% of the children who could read some words very well when they began primary school (2019)	33.3% [28/53 countries]
% of the children who could read sentences very well when they began primary school (2019)	24.2% [19/53 countries]
% of the children who could read a story very well when they began primary school (2019)	15.8% [25/53 countries]
% of the children who could write letters of the alphabet very well when they began primary school (2019)	47.4% [19/53 countries]
% of the children who could write his/her name very well when they began primary school (2019)	55.1% [41/53 countries]
% of the children who could write words other than his/her name very well when they began primary school (2019)	34.8% [23/53 countries]

	Azerbaijan
% of the children who could count by himself/ herself up to 100 or higher when they began primary school (2019)	44.4% [12/53 countries]
% of the children who could recognize written numbers up to 100 or higher when they began primary school (2019)	35.6% [15/53 countries]
% of the children who could write numbers up to 100 or higher when they began primary school (2019)	33.0% [16/53 countries]
% of the children who could do simple addition up to 100 or higher when they began primary school (2019)	87.1% [15/53 countries]

	Azerbaijan
% of Grade 4 students who have their own room (2019)	60.9% [41/57 countries]
% of Grade 4 students who have internet connection at home (2019)	68.1% [50/57 countries]
% of Grade 4 students who have their own mobile phone (2019)	38.3% [52/57 countries]

	Azerbaijan
% of Grade 4 students who are absent from school once a week (2019)	15.0% [17/57 countries]
% of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday (2019)	22.3% [51/57 countries]
% of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	13.4% [56/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2019)	83.3% [4/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2011)	95.1% [1/49 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2019)	75.2% [10/57 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2011)	77.3% [3/49 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2019)	78.7% [7/57 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2011)	87.4% [1/49 countries]
% of Grade 4 students who agree a lot that teachers at their school are fair to them (2019)	83.2% [6/57 countries]
% of Grade 4 students who agree a lot that they are proud to go to their school (2019)	85.5% [6/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2019)	24.9% [52/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2011)	23.4% [48/49 countries]
% of Grade 4 students who say that other students left them out of games or activities (2019)	25.1% [50/57 countries]
% of Grade 4 students who say that other students left them out of games or activities (2011)	23.4% [48/49 countries]
% of Grade 4 students who say that other students spread lies about them (2019)	17.2% [56/57 countries]
% of Grade 4 students who say that other students spread lies about them (2011)	29.0% [46/49 countries]
% of Grade 4 students who say that other students stole something from them (2019)	10.6% [54/57 countries]
% of Grade 4 students who say that other students stole something from them (2011)	17.5% [45/49 countries]
% of Grade 4 students who say that other students damaged something of theirs on purpose (2019)	14.7% [46/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2019)	21.0% [53/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2011)	14.5% [48/48 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2019)	13.1% [50/57 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2011)	15.0% [41/49 countries]
% of Grade 4 students who say that other students sent them nasty or hurtful messages online (2019)	7.8% [49/57 countries]
% of Grade 4 students who say that other students shared nasty or hurtful things about them online (2019)	5.5% [47/57 countries]
% of Grade 4 students who say that other students shared embarrassing photos of them online (2019)	3.9% [43/57 countries]
% of Grade 4 students who say that other students threatened them (2019)	11.3% [49/57 countries]

	Azerbaijan
Average score of mathematics achievement of 4th grade (2019)	515 [27/57 countries]
% of Grade 4 students who work problems on their own in every or almost every lesson (2019)	51.3% [38/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning mathematics (2019)	83.3% [4/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study mathematics (2019)	32.2% [1/57 countries]
% of Grade 4 students who agree a lot that mathematics is boring (2019)	11.9% [33/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in mathematics (2019)	87.1% [3/57 countries]
% of Grade 4 students who agree a lot that they like mathematics very much (2019)	84.2% [4/57 countries]
% of Grade 4 students who agree a lot that they like any schoolwork that involves numbers (2019)	77.0% [5/57 countries]
% of Grade 4 students who agree a lot that they like to solve mathematics problems (2019)	74.7% [4/57 countries]
% of Grade 4 students who agree a lot that they look forward to mathematics lessons (2019)	72.8% [4/57 countries]
% of Grade 4 students who agree a lot that mathematics is one of their favorite subjects (2019)	80.8% [2/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	68.9% [14/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	79.6% [8/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	87.2% [5/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining mathematics (2019)	93.5% [4/57 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)	89.7% [5/57 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)	93.2% [3/57 countries]
% of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	17.4% [41/56 countries]
% of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	25.9% [26/56 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)	21.6% [15/56 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)	17.5% [48/56 countries]
% of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	12.9% [50/56 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)	49.2% [8/56 countries]
% of Grade 4 students who agree a lot that they usually do well in mathematics (2019)	63.7% [15/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	16.0% [24/57 countries]
% of Grade 4 students who agree a lot that they are just not good at mathematics (2019)	10.4% [39/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in mathematics (2019)	62.5% [8/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them nervous (2019)	8.7% [44/57 countries]
% of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems (2019)	43.6% [12/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics (2019)	57.3% [11/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than any other subject (2019)	16.2% [22/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them confused (2019)	13.8% [30/57 countries]

	Azerbaijan
Average score of science achievement of 4th grade (2019)	427 [49/57 countries]
% of Grade 4 students who conduct science experiments at least once a week (2019)	48.0% [7/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning science (2019)	80.7% [7/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study science (2019)	31.5% [1/57 countries]
% of Grade 4 students who agree a lot that science is boring (2019)	13.6% [12/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in science (2019)	83.3% [6/57 countries]
% of Grade 4 students who agree a lot that they like science very much (2019)	80.7% [7/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	83.5% [4/57 countries]
% of Grade 4 students who agree a lot that they look forward to learning science (2019)	71.6% [7/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	83.5% [4/57 countries]
% of Grade 4 students who agree a lot that science is one of their favorite subjects (2019)	76.0% [2/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	65.3% [18/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons (2019)	78.7% [9/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	85.6% [9/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining science (2019)	89.2% [8/57 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)	85.2% [10/57 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)	89.2% [5/57 countries]
% of Grade 4 students who agree a lot that they usually do well in science (2019)	63.9% [19/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than for many of their classmates (2019)	15.5% [15/57 countries]
% of Grade 4 students who agree a lot that they are just not good at science (2019)	12.3% [17/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in science (2019)	65.4% [13/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at science (2019)	55.3% [13/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than any other subject (2019)	14.6% [16/57 countries]
% of Grade 4 students who agree a lot that science makes them confused (2019)	14.6% [14/57 countries]

	Azerbaijan
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	43.9% [6/52 countries]
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	11.0% [17/52 countries]

	Azerbaijan
% 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)	80.1% [6/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment (2019)	80.6% [10/52 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)	80.1% [9/52 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)	79.0% [9/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards (2019)	49.8% [22/52 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)	80.6% [9/52 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)	78.1% [7/52 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)	66.6% [16/52 countries]

	Azerbaijan
% of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree (2019)	74.6% [25/52 countries]

	Azerbaijan
% of 15 year old students who have ever repeated a grade (2009)	1.7% [58/65 countries]

	Azerbaijan
% of 15-year-old students who have a computer they can use for school work in their home (2018)	66.3% [63/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	57.0% [25/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	60.9% [17/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	49.8% [59/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	56.2% [13/79 countries]

	Azerbaijan
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	17.3% [66/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	10.3% [68/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	19.7% [60/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	9.5% [70/72 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)	17.1% [61/77 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)	12.4% [65/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	13.6% [63/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	12.9% [60/72 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)	17.2% [57/77 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)	13.7% [63/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	83.3% [12/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	76.5% [36/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	85.1% [23/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	79.3% [14/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	81.1% [18/76 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)	78.8% [32/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	66.4% [14/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	85.7% [11/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	68.9% [53/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	68.6% [36/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	70.3% [35/76 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)	57.5% [24/77 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)	61.4% [19/77 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)	46.3% [24/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	50.2% [6/76 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)	51.7% [17/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	55.6% [15/76 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)	75.2% [38/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	70.5% [19/76 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)	77.2% [42/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	73.2% [40/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	30.4% [24/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	41.6% [14/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	32.3% [23/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	21.4% [33/77 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)	62.4% [22/77 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)	74.7% [3/73 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)	54.1% [16/77 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)	55.8% [10/73 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)	58.3% [23/77 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)	64.1% [7/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	63.2% [24/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	76.9% [5/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	16.7% [55/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	57.7% [65/77 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)	72.1% [38/77 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)	60.8% [24/77 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)	73.2% [39/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	74.0% [64/77 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)	61.4% [5/77 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)	68.6% [9/77 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)	63.9% [18/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	54.4% [55/77 countries]

	Azerbaijan
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	50.8% [54/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	56.0% [66/77 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)	55.3% [54/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	44.4% [74/77 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)	54.5% [25/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	53.4% [35/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	39.5% [48/77 countries]

	Azerbaijan
% of 15 year old students who read only if they have to (2018)	47.6% [33/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	61.3% [13/77 countries]
% of 15 year old students who like talking about books with other people (2018)	55.6% [12/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	17.6% [53/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	47.3% [54/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	7.9% [21/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	14.1% [14/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2009)	22.5% [6/64 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	21.4% [20/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2009)	26.0% [6/64 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	24.8% [2/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	7.8% [60/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2009)	29.2% [47/64 countries]
% of 15-year olds who read books more often in paper format (2018)	35.3% [18/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	15.0% [54/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	27.6% [8/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	31.9% [15/77 countries]
% of 15-year olds who agree that they are good readers (2018)	69.7% [41/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	61.1% [51/77 countries]
% of 15-year olds who agree that they read fluently (2018)	67.4% [63/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	20.0% [26/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	49.5% [25/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	23.1% [50/77 countries]

	Azerbaijan
% of 15-year olds who read emails several times a day (2018)	9.0% [43/77 countries]
% of 15-year olds who chat on line several times a day (2018)	46.6% [73/77 countries]
% of 15-year olds who read online news several times a day (2018)	27.2% [36/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	27.0% [42/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	16.6% [24/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	15.1% [72/77 countries]

	Azerbaijan
% of those who agree that there were many words they could not understand in the PISA test (2018)	25.9% [28/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	24.8% [21/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	25.8% [17/77 countries]

	Azerbaijan
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)	2.97 [71/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	2.70 [58/77 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)	2.97 [74/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	3.37 [75/77 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)	3.47 [74/77 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)	2.77 [62/77 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)	2.72 [76/77 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)	2.75 [30/77 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)	3.05 [71/77 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)	3.22 [77/77 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)	3.32 [77/77 countries]

	Azerbaijan
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)	2.52 [63/77 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)	2.62 [77/77 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)	2.42 [37/77 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)	2.15 [74/77 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)	2.75 [77/77 countries]

	Azerbaijan
% of 15-year-olds who agree that trying hard at school will help me get a good job (2018)	66.1% [79/79 countries]
% of 15-year-olds who agree that trying hard at school will help me get into a good college (2018)	69.8% [78/79 countries]
% of 15-year-olds who agree that trying hard at school is important (2018)	67.9% [77/79 countries]
% of 15-year-olds who find satisfaction in working as hard as they can (2018)	63.4% [68/79 countries]
% of 15-year-olds who persist until a task is finished once they start (2018)	63.1% [67/79 countries]
% of 15-year-olds who enjoy doing things when they improve on their past performance (2018)	64.1% [76/79 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)	62.1% [60/79 countries]
% of 15-year-olds who worry about what others think of when they are failing (2018)	50.8% [38/77 countries]
% of 15-year-olds who are afraid that they might not have enough talent when they are failing (2018)	44.6% [57/77 countries]
% of 15-year-olds who doubt their plans for the future when they are failing (2018)	45.5% [47/77 countries]
% of 15-year-olds who think that they canft change their intelligence very much (2018)	40.1% [45/78 countries]
% of 15-year-olds who enjoy working in situations involving competition with others (2018)	55.4% [52/79 countries]
% of 15-year-olds who agree that it is important for them to perform better than other people on a task (2018)	61.9% [37/79 countries]

	Azerbaijan
% of 15-year-olds who try harder when they are in competition with other people (2018)	62.9% [68/79 countries]
% of 15-year-olds who think that students seem to value competition (2018)	35.4% [55/78 countries]
% of 15-year-olds who think that students are competing with each other (2018)	35.2% [64/78 countries]
% of 15-year-olds who think that students seem to share the feeling that competing with each other is important (2018)	34.9% [58/78 countries]
% of 15-year-olds who think that students feel that they are being compared with others (2018)	36.4% [71/78 countries]
% of 15-year-olds who think that students seem to value cooperation (2018)	34.5% [67/77 countries]
% of 15-year-olds who think that students are cooperating with each other (2018)	35.4% [69/77 countries]
% of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important (2018)	35.6% [70/77 countries]
% of 15-year-olds who think that they are encouraged to cooperate with others (2018)	36.7% [69/77 countries]

	Azerbaijan
% of 15-year-olds who think that their life has clear meaning or purpose (2018)	68.1% [40/74 countries]
% of 15-year-olds who have discovered a satisfactory meaning in life (2018)	60.7% [41/74 countries]
% of 15-year-olds who have a clear sense of what gives meaning to their life (2018)	65.4% [39/74 countries]

	Azerbaijan
% of 15-year-olds who always feel happy (2018)	36.6% [57/73 countries]
% of 15-year-olds who always feel scared (2018)	4.1% [33/73 countries]
% of 15-year-olds who always feel lively (2018)	42.4% [21/73 countries]
% of 15-year-olds who always feel miserable (2018)	5.0% [42/73 countries]
% of 15-year-olds who always feel proud (2018)	22.6% [27/73 countries]
% of 15-year-olds who always feel afraid (2018)	11.3% [18/73 countries]
% of 15-year-olds who always feel joyful (2018)	42.7% [37/73 countries]
% of 15-year-olds who always feel sad (2018)	8.3% [23/73 countries]
% of 15-year-olds who always feel cheerful (2018)	36.5% [55/73 countries]

	Azerbaijan
% of 15-year-olds who think that their goal in school is to learn as much as possible (2018)	54.4% [24/77 countries]
% of 15-year-olds who think that their goal in school is to completely master the material presented in their classes (2018)	51.4% [24/77 countries]
% of 15-year-olds who think that their goal in school is to understand the content of their classes as thoroughly as possible (2018)	55.8% [41/77 countries]