Global Japanese Data Rankings

Cereal, Starchy Roots, Sugar & Sweeteners> [12]

Pulses, Nuts, Oilcrops, Vegetable Oils> [18]

	Hong Kong, China
Pulses, food supply quantity (kg/capita/year) (2019)	1.07 [155/179 countries]
Beans, food supply quantity (kg/capita/year) (2019)	0.68 [100/171 countries]
Peas, food supply quantity (kg/capita/year) (2019)	0.01 [136/168 countries]
Soyabeans, food supply quantity (kg/capita/year) (2019)	2.71 [10/178 countries]
Nuts and products, food supply quantity (kg/capita/year) (2019)	4.24 [22/179 countries]
Groundnuts, food supply quantity (kg/capita/year) (2019)	1.24 [74/179 countries]
Coconuts - Incl Copra, food supply quantity (kg/capita/year) (2019)	0.63 [67/179 countries]
Sesame seed, food supply quantity (kg/capita/year) (2019)	0.11 [55/137 countries]
Olives (including preserved), food supply quantity (kg/capita/year) (2019)	0.06 [93/179 countries]
Vegetable Oils, food supply quantity (kg/capita/year) (2019)	11.50 [77/179 countries]
Soyabean Oil, food supply quantity (kg/capita/year) (2019)	5.84 [21/178 countries]
Groundnut Oil, food supply quantity (kg/capita/year) (2019)	1.06 [20/177 countries]
Sunflowerseed Oil, food supply quantity (kg/capita/year) (2019)	0.19 [120/177 countries]
Rape and Mustard Oil, food supply quantity (kg/capita/year) (2019)	0.92 [31/140 countries]
Palm Oil, food supply quantity (kg/capita/year) (2019)	0.00 [107/148 countries]
Coconut Oil, food supply quantity (kg/capita/year) (2019)	0.15 [48/158 countries]
Olive Oil, food supply quantity (kg/capita/year) (2019)	0.53 [51/179 countries]
Maize Germ Oil, food supply quantity (kg/capita/year) (2019)	0.82 [26/171 countries]

Vegetables, Fruits, Spices> [15]

Stimulants, Alcoholic Beverages> [7]

Meat, Diary, Fish> [15]

Eating behaviors> [0]

	Hong Kong, China
Extent to which people think that it is important, in order to be a good citizen, always to vote in elections (2004)	5.40 [29/38 countries]
% of those who think that elections are a good way of making governments pay attention to what the people think (1996)	42.0% [24/24 countries]
% of those who think that the last national election was fair regarding the opportunities of the candidates and parties to campaign (2004)	59.3% [21/38 countries]

	Hong Kong, China
General government expenditures as % of GDP (2022)	27.5% [117/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-7.44% [172/180 countries]
General government gross debt as % of GDP (2022)	3% [183/185 countries]

	Hong Kong, China
Population (ten thousands) (2021)	741.3 [102/216 countries]
Popuation growth (annual) (2021)	-0.9% [202/217 countries]
Popuation change in the last 20 years (2001-2021)	10.4% [156/217 countries]
0-14 years, % of the total population (2021)	13.0% [188/193 countries]
15-64 years, % of the total population (2021)	68.1% [38/193 countries]
65 years and over, % of the total population (2021)	18.9% [29/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	85.4 [1/199 countries]
Life expectancy at birth - Female (years) (2020)	88.0 [1/199 countries]
Life expectancy at birth - Male (years) (2020)	82.9 [1/199 countries]
Population density (per square kilometer) (2021)	7,060.1 [4/216 countries]

	Hong Kong, China
Fertility rate, total (births per woman) (2020)	0.87 [199/200 countries]
Crude birth rate (per 1,000 people) (2020)	5.8 [202/204 countries]

	Hong Kong, China
International migrant stock (% of immigrants in the population) (2020)	39.5% [27/231 countries]
Refugee population by country or territory of asylum (2019)	128 [145/164 countries]

	Hong Kong, China
Evaluation of control of corruption (0-100) (2021)	94.2 [13/209 countries]

	Hong Kong, China
General government revenues as % of GDP (2022)	24% [114/189 countries]

	Hong Kong, China
GDP (current US$, billions) (2021)	368.137 [40/192 countries]
GDP per capita (current US$) (2021)	49,727 [20/192 countries]
GDP per capita (PPP, current international$) (2021)	66,062 [11/192 countries]
GNI per capita, Atlas method (current US$) (2021)	54,450 [13/173 countries]
Shadow economy, as % of GDP (2015)	12.4% [140/158 countries]

	Hong Kong, China
New business density (new registrations per 1,000 people ages 15-64) (2020)	19.22 [2/121 countries]

	Hong Kong, China
Employment in agriculture (% of total employment) (2019)	0.2% [184/187 countries]
Employment in agriculture (% of total employment) (2019)	0.2% [184/187 countries]
Employment in industry (% of total employment) (2019)	11.1% [158/187 countries]

	Hong Kong, China
% of the parents who often read books to their child before they began primary school (2019)	34.4% [43/53 countries]
% of the parents who often told stories to their child before they began primary school (2019)	30.3% [49/53 countries]
% of the parents who often sang songs to their child before they began primary school (2019)	34.1% [47/53 countries]
% of the parents who often played with alphabet toys with their child before they began primary school (2019)	27.2% [47/53 countries]
% of the parents who often talked about things to their child before they began primary school (2019)	32.5% [51/53 countries]
% of the parents who often talked about what they had read to their child before they began primary school (2019)	16.9% [52/53 countries]
% of the parents who often played word games with their child before they began primary school (2019)	18.6% [53/53 countries]
% of the parents who often wrote letters or words to their child before they began primary school (2019)	25.8% [52/53 countries]
% of the parents who often read aloud signs and labels to their child before they began primary school (2019)	28.8% [49/53 countries]
% of the parents who often sang counting songs to their child before they began primary school (2019)	32.3% [38/53 countries]
% of the parents who often played with number toys with their child before they began primary school (2019)	28.0% [45/53 countries]
% of the parents who often counted different things to their child before they began primary school (2019)	40.5% [50/53 countries]
% of the parents who often played games involving shapes with their child before they began primary school (2019)	40.7% [47/53 countries]
% of the parents who often played with building blocks or construction toys with their child before they began primary school (2019)	44.6% [47/53 countries]
% of the parents who often played board or card games with their child before they began primary school (2019)	24.0% [49/53 countries]
% of the parents who often wrote numbers to their child before they began primary school (2019)	33.8% [47/53 countries]
% of the parents who often drew shapes to their child before they began primary school (2019)	35.0% [46/53 countries]
% of the parents who often measured or weighed things with their child before they began primary school (2019)	7.8% [52/53 countries]

	Hong Kong, China
% of the children who could recognize most of the letters of the alphabet very well when they began primary school (2019)	56.1% [22/53 countries]
% of the children who could read some words very well when they began primary school (2019)	40.5% [16/53 countries]
% of the children who could read sentences very well when they began primary school (2019)	30.5% [13/53 countries]
% of the children who could read a story very well when they began primary school (2019)	19.8% [13/53 countries]
% of the children who could write letters of the alphabet very well when they began primary school (2019)	45.8% [24/53 countries]
% of the children who could write his/her name very well when they began primary school (2019)	52.5% [46/53 countries]
% of the children who could write words other than his/her name very well when they began primary school (2019)	36.1% [21/53 countries]

	Hong Kong, China
% of the children who could count by himself/ herself up to 100 or higher when they began primary school (2019)	64.0% [3/53 countries]
% of the children who could recognize written numbers up to 100 or higher when they began primary school (2019)	60.1% [3/53 countries]
% of the children who could write numbers up to 100 or higher when they began primary school (2019)	61.7% [3/53 countries]
% of the children who could do simple addition up to 100 or higher when they began primary school (2019)	92.9% [4/53 countries]

	Hong Kong, China
% of Grade 4 students who have their own room (2019)	63.0% [37/57 countries]
% of Grade 4 students who have internet connection at home (2019)	81.0% [43/57 countries]
% of Grade 4 students who have internet connection at home (2007)	60.8% [36/37 countries]
% of Grade 4 students who have their own mobile phone (2019)	67.4% [24/57 countries]

	Hong Kong, China
% of Grade 4 students who are absent from school once a week (2019)	4.3% [47/57 countries]
% of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday (2019)	32.9% [32/57 countries]
% of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	27.9% [27/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2019)	28.4% [53/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2011)	30.4% [49/49 countries]
% of Grade 4 students who agree a lot that they like being in school (2007)	27.1% [37/37 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2019)	48.3% [50/57 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2011)	51.5% [42/49 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2019)	37.3% [55/57 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2011)	40.7% [47/49 countries]
% of Grade 4 students who agree a lot that teachers at their school are fair to them (2019)	46.4% [55/57 countries]
% of Grade 4 students who agree a lot that they are proud to go to their school (2019)	40.9% [55/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2019)	61.0% [5/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2011)	67.0% [5/49 countries]
% of Grade 4 students who say that other students left them out of games or activities (2019)	36.7% [40/57 countries]
% of Grade 4 students who say that other students left them out of games or activities (2011)	35.2% [43/49 countries]
% of Grade 4 students who say that other students spread lies about them (2019)	39.0% [35/57 countries]
% of Grade 4 students who say that other students spread lies about them (2011)	43.0% [36/49 countries]
% of Grade 4 students who say that other students stole something from them (2019)	31.6% [20/57 countries]
% of Grade 4 students who say that other students stole something from them (2011)	38.5% [17/49 countries]
% of Grade 4 students who say that other students damaged something of theirs on purpose (2019)	24.5% [25/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2019)	32.7% [43/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2011)	40.8% [35/48 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2019)	32.4% [17/57 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2011)	34.3% [9/49 countries]
% of Grade 4 students who say that other students sent them nasty or hurtful messages online (2019)	11.1% [37/57 countries]
% of Grade 4 students who say that other students shared nasty or hurtful things about them online (2019)	8.7% [28/57 countries]
% of Grade 4 students who say that other students shared embarrassing photos of them online (2019)	6.8% [21/57 countries]
% of Grade 4 students who say that other students threatened them (2019)	24.2% [23/57 countries]

	Hong Kong, China
Average score of mathematics achievement of 4th grade (2019)	602 [2/57 countries]
Average score of mathematics achievement of 4th grade (2015)	615 [2/41 countries]
Average score of mathematics achievement of 4th grade (2011)	602 [3/40 countries]
Average score of mathematics achievement of 4th grade (2007)	607 [1/22 countries]
Average score of mathematics achievement of 4th grade (2003)	575 [2/18 countries]
Average score of mathematics achievement of 4th grade (1995)	557 [4/17 countries]
% of Grade 4 students who work problems on their own in every or almost every lesson (2019)	34.8% [55/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning mathematics (2019)	39.5% [47/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study mathematics (2019)	13.4% [34/57 countries]
% of Grade 4 students who agree a lot that mathematics is boring (2019)	14.6% [13/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in mathematics (2019)	43.4% [50/57 countries]
% of Grade 4 students who agree a lot that they like mathematics very much (2019)	40.7% [51/57 countries]
% of Grade 4 students who agree a lot that they like any schoolwork that involves numbers (2019)	29.9% [43/57 countries]
% of Grade 4 students who agree a lot that they like to solve mathematics problems (2019)	34.6% [44/57 countries]
% of Grade 4 students who agree a lot that they look forward to mathematics lessons (2019)	27.5% [46/57 countries]
% of Grade 4 students who agree a lot that mathematics is one of their favorite subjects (2019)	33.2% [51/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	44.2% [49/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	46.7% [54/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	52.7% [52/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining mathematics (2019)	60.3% [54/57 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)	61.7% [54/57 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)	61.8% [54/57 countries]
% of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	15.2% [49/56 countries]
% of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	23.9% [33/56 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)	12.9% [41/56 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)	18.5% [46/56 countries]
% of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	17.4% [46/56 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)	21.9% [45/56 countries]
% of Grade 4 students who agree a lot that they usually do well in mathematics (2019)	33.2% [54/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	16.7% [18/57 countries]
% of Grade 4 students who agree a lot that they are just not good at mathematics (2019)	17.8% [8/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in mathematics (2019)	31.5% [53/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them nervous (2019)	15.0% [21/57 countries]
% of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems (2019)	26.1% [40/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics (2019)	15.5% [54/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than any other subject (2019)	17.0% [18/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them confused (2019)	14.1% [28/57 countries]

	Hong Kong, China
Average score of science achievement of 4th grade (2019)	531 [15/57 countries]
Average score of science achievement of 4th grade (2015)	557 [5/41 countries]
Average score of science achievement of 4th grade (2011)	535 [9/40 countries]
Average score of science achievement of 4th grade (2007)	554 [3/22 countries]
Average score of science achievement of 4th grade (2003)	542 [4/18 countries]
Average score of science achievement of 4th grade (1995)	508 [10/17 countries]
% of Grade 4 students who conduct science experiments at least once a week (2019)	13.3% [52/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning science (2019)	53.1% [33/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study science (2019)	10.6% [37/57 countries]
% of Grade 4 students who agree a lot that science is boring (2019)	9.0% [36/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in science (2019)	58.8% [49/57 countries]
% of Grade 4 students who agree a lot that they like science very much (2019)	55.7% [32/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	56.4% [50/57 countries]
% of Grade 4 students who agree a lot that they look forward to learning science (2019)	54.0% [25/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	56.4% [50/57 countries]
% of Grade 4 students who agree a lot that science is one of their favorite subjects (2019)	51.7% [22/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	48.3% [44/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons (2019)	49.8% [54/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	54.2% [53/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining science (2019)	55.3% [55/57 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)	57.6% [53/57 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)	58.0% [53/57 countries]
% of Grade 4 students who agree a lot that they usually do well in science (2019)	37.1% [50/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than for many of their classmates (2019)	13.0% [20/57 countries]
% of Grade 4 students who agree a lot that they are just not good at science (2019)	11.9% [23/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in science (2019)	35.5% [45/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at science (2019)	18.3% [55/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than any other subject (2019)	13.9% [19/57 countries]
% of Grade 4 students who agree a lot that science makes them confused (2019)	13.5% [22/57 countries]

	Hong Kong, China
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	46.0% [5/52 countries]
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	10.1% [19/52 countries]

	Hong Kong, China
% 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)	56.1% [32/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment (2019)	83.0% [6/52 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)	59.8% [36/52 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)	49.8% [42/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards (2019)	49.2% [24/52 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)	48.9% [43/52 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)	42.4% [45/52 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)	36.0% [48/52 countries]

	Hong Kong, China
% of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree (2019)	90.1% [7/52 countries]

	Hong Kong, China
% of Grade 8 students who have their own room (2019)	67.0% [25/38 countries]
% of Grade 8 students who have their own room (2011)	59.3% [30/41 countries]
% of Grade 8 students who have internet connection at home (2019)	97.1% [15/39 countries]
% of Grade 8 students who have internet connection at home (2011)	97.5% [6/42 countries]
% of Grade 8 students who have their own mobile phone (2019)	98.0% [8/39 countries]

	Hong Kong, China
% of Grade 8 students who use Internet to access the textbook or other course materials (2019)	64.9% [12/38 countries]
% of Grade 8 students who use Internet to access assignments posted online by their teacher (2019)	74.0% [11/38 countries]
% of Grade 8 students who use Internet to collaborate with classmates on assignments or projects (2019)	83.0% [10/38 countries]
% of Grade 8 students who use Internet to communicate with the teacher (2019)	51.1% [11/38 countries]
% of Grade 8 students who use Internet to find information, articles, or tutorials to aid in understanding mathematics or science (2019)	74.8% [13/38 countries]
% of Grade 8 students who use Internet to access learning games or activities related to mathematics or science (2019)	43.1% [26/38 countries]

	Hong Kong, China
% of Grade 8 students who are absent from school once a week (2019)	2.3% [33/39 countries]
% of Grade 8 students who feel tired when they arrive at school everyday/ almost everyday (2019)	49.5% [16/39 countries]
% of Grade 8 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	40.1% [11/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2019)	20.4% [29/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2011)	80.6% [27/42 countries]
% of Grade 8 students who agree a lot that they like being in school (2007)	16.5% [45/52 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2019)	30.5% [33/39 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2011)	75.0% [37/42 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2019)	24.4% [39/39 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2011)	74.0% [41/42 countries]
% of Grade 8 students who agree a lot that teachers at their school are fair to them (2019)	28.7% [38/39 countries]
% of Grade 8 students who agree a lot that they are proud to go to their school (2019)	25.6% [35/39 countries]
% of Grade 8 students who say that other students said mean things about their physical appearance (2019)	51.5% [9/38 countries]
% of Grade 8 students who say that other students spread lies about them (2019)	51.1% [10/38 countries]
% of Grade 8 students who say that other students spread lies about them (2011)	56.3% [6/41 countries]
% of Grade 8 students who say that other students shared their secrets with others (2019)	49.6% [3/38 countries]
% of Grade 8 students who say that other students refused to talk to them (2019)	29.8% [25/38 countries]
% of Grade 8 students who say that other students insulted a member of their family (2019)	20.6% [28/38 countries]
% of Grade 8 students who say that other students stole something from them (2019)	25.3% [21/38 countries]
% of Grade 8 students who say that other students stole something from them (2011)	27.9% [27/41 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2019)	31.3% [5/37 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2011)	28.7% [4/41 countries]
% of Grade 8 students who say that other students sent them nasty or hurtful messages online (2019)	19.3% [19/38 countries]
% of Grade 8 students who say that other students shared nasty or hurtful things about them online (2019)	16.7% [11/38 countries]
% of Grade 8 students who say that other students shared embarrassing photos of them online (2019)	31.1% [1/38 countries]
% of Grade 8 students who say that other students threatened them (2019)	17.0% [14/38 countries]
% of Grade 8 students who say that other students physically hurt them (2019)	21.1% [14/38 countries]
% of Grade 8 students who say that other students physically hurt them (2011)	21.1% [35/41 countries]
% of Grade 8 students who say that other students excluded them from their group (2019)	21.6% [27/38 countries]
% of Grade 8 students who say that other students damaged something of theirs on purpose (2019)	17.3% [25/38 countries]

	Hong Kong, China
Average score of mathematics achievement of 8th grade (2019)	578 [5/39 countries]
Average score of mathematics achievement of 8th grade (2015)	594 [4/38 countries]
Average score of mathematics achievement of 8th grade (2011)	586 [4/34 countries]
Average score of mathematics achievement of 8th grade (2007)	572 [4/26 countries]
Average score of mathematics achievement of 8th grade (2003)	586 [3/23 countries]
Average score of mathematics achievement of 8th grade (1999)	582 [4/17 countries]
Average score of mathematics achievement of 8th grade (1995)	569 [4/16 countries]
% of Grade 8 students who work problems on their own in every or almost every lesson (2019)	39.9% [32/39 countries]
% of Grade 8 students who agree a lot that they enjoy learning mathematics (2019)	23.3% [30/39 countries]
% of Grade 8 students who agree a lot that they wish they did not have to study mathematics (2019)	21.2% [8/39 countries]
% of Grade 8 students who agree a lot that mathematics is boring (2019)	20.0% [12/39 countries]
% of Grade 8 students who agree a lot that they learn many interesting things in mathematics (2019)	19.2% [34/39 countries]
% of Grade 8 students who agree a lot that they like mathematics very much (2019)	20.8% [32/39 countries]
% of Grade 8 students who agree a lot that they like any schoolwork that involves numbers (2019)	13.1% [28/39 countries]
% of Grade 8 students who agree a lot that they like to solve mathematics problems (2019)	17.7% [26/39 countries]
% of Grade 8 students who agree a lot that they look forward to mathematics lessons (2019)	14.5% [19/39 countries]
% of Grade 8 students who agree a lot that mathematics is one of their favorite subjects (2019)	19.3% [24/39 countries]
% of Grade 8 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	31.5% [33/39 countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	27.1% [37/39 countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	29.2% [37/39 countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining mathematics (2019)	33.0% [37/39 countries]
% of Grade 8 students who agree a lot that their teacher does a variety of things to help them learn in mathematics lessons (2019)	29.9% [37/39 countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in mathematics lessons (2019)	28.6% [36/39 countries]
% of Grade 8 students who agree a lot that their teacher explains a topic again when they don't understand in mathematics lessons (2019)	38.2% [37/39 countries]
% of Grade 8 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	20.9% [17/38 countries]
% of Grade 8 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	27.9% [10/38 countries]
% of Grade 8 students who say that it is too disorderly for students to work well in every or almost every mathematics lesson (2019)	16.5% [13/38 countries]
% 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 (2019)	18.1% [21/38 countries]
% of Grade 8 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	17.8% [19/38 countries]
% of Grade 8 students who say that their teacher has to keep telling them to follow the classroom rules in every or almost every mathematics lesson (2019)	16.7% [30/38 countries]
% of Grade 8 students who agree a lot that they usually do well in mathematics (2019)	18.6% [35/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	17.7% [12/39 countries]
% of Grade 8 students who agree a lot that mathematics is not one of their strengths (2019)	24.4% [24/39 countries]
% of Grade 8 students who agree a lot that they learn things quickly in mathematics (2019)	15.2% [34/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them nervous (2019)	15.6% [17/39 countries]
% of Grade 8 students who agree a lot that they are good at working out difficult mathematics problems (2019)	11.8% [28/39 countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at mathematics (2019)	9.0% [35/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than any other subject (2019)	20.4% [18/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them confused (2019)	19.6% [20/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will help them in their daily life (2019)	23.9% [37/39 countries]
% of Grade 8 students who agree a lot that they need mathematics to learn other school subjects (2019)	20.3% [36/39 countries]
% of Grade 8 students who agree a lot that they need to do well in mathematics to get into the university of their choice (2019)	31.0% [38/39 countries]
% of Grade 8 students who agree a lot that they need to do well in mathematics to get the job they want (2019)	25.3% [38/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using mathematics (2019)	14.4% [31/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about mathematics to get ahead in the world (2019)	21.7% [35/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will give them more job opportunities when they are adults (2019)	25.7% [37/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in mathematics (2019)	30.6% [36/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in mathematics (2019)	29.7% [38/39 countries]

	Hong Kong, China
Average score of science achievement of 8th grade (2019)	504 [17/39 countries]
Average score of science achievement of 8th grade (2015)	546 [6/38 countries]
Average score of science achievement of 8th grade (2011)	535 [7/34 countries]
Average score of science achievement of 8th grade (2007)	530 [8/26 countries]
Average score of science achievement of 8th grade (2003)	556 [4/23 countries]
Average score of science achievement of 8th grade (1999)	530 [7/17 countries]
Average score of science achievement of 8th grade (1995)	510 [14/16 countries]
% of Grade 8 students who conduct science experiments at least once a week (2019)	57.2% [1/26 countries]
% of Grade 8 students who agree a lot that they enjoy learning science (2019)	30.5% [21/26 countries]
% of Grade 8 students who agree a lot that they wish they did not have to study science (2019)	11.9% [17/26 countries]
% of Grade 8 students who agree a lot that science is boring (2019)	10.2% [17/26 countries]
% of Grade 8 students who agree a lot that they learn many interesting things in science (2019)	32.6% [23/26 countries]
% of Grade 8 students who agree a lot that they like science very much (2019)	27.8% [23/26 countries]
% of Grade 8 students who agree a lot that they look forward to science lessons (2019)	24.6% [19/26 countries]
% of Grade 8 students who agree a lot that science teaches them how things in the world work (2019)	36.0% [23/26 countries]
% of Grade 8 students who agree a lot that they like to conduct science experiments (2019)	39.4% [23/26 countries]
% of Grade 8 students who agree a lot that science is one of their favorite subjects (2019)	26.1% [17/26 countries]
% of Grade 8 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	32.1% [23/26 countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in science lessons (2019)	31.9% [23/26 countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	32.4% [24/26 countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining science (2019)	35.3% [24/26 countries]
% of Grade 8 students who agree a lot that their teacher does a variety of things to help them learn in science lessons (2019)	35.8% [24/26 countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in science lessons (2019)	31.8% [24/26 countries]
% of Grade 8 students who agree a lot that their teacher explains a topic again when they don't understand in science lessons (2019)	35.2% [24/26 countries]
% of Grade 8 students who agree a lot that they usually do well in science (2019)	22.2% [21/26 countries]
% of Grade 8 students who agree a lot that science is harder for them than for many of their classmates (2019)	12.2% [11/26 countries]
% of Grade 8 students who agree a lot that science is not one of their strengths (2019)	13.0% [21/26 countries]
% of Grade 8 students who agree a lot that they learn things quickly in science (2019)	17.0% [23/26 countries]
% of Grade 8 students who agree a lot that they are good at working out difficult science problems (2019)	14.7% [20/26 countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at science (2019)	11.1% [22/26 countries]
% of Grade 8 students who agree a lot that science is harder for them than any other subject (2019)	11.8% [15/26 countries]
% of Grade 8 students who agree a lot that science makes them confused (2019)	11.9% [20/26 countries]
% of Grade 8 students who agree a lot that learning science will help them in their daily life (2019)	36.8% [27/39 countries]
% of Grade 8 students who agree a lot that they need science to learn other school subjects (2019)	24.6% [27/39 countries]
% of Grade 8 students who agree a lot that they need to do well in science to get into the university of their choice (2019)	29.3% [30/39 countries]
% of Grade 8 students who agree a lot that they need to do well in science to get the job they want (2019)	25.6% [31/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using science (2019)	22.4% [28/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about science to get ahead in the world (2019)	27.7% [30/39 countries]
% of Grade 8 students who agree a lot that learning science will give them more job opportunities when they are adults (2019)	27.1% [36/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in science (2019)	23.7% [35/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in science (2019)	29.0% [34/39 countries]
% of Grade 8 students whose teacher gives them homework in mathematics every day (2019)	36.2% [19/39 countries]
% of Grade 8 students whose teacher gives them homework in science every day (2019)	5.5% [19/26 countries]

	Hong Kong, China
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	48.7% [15/38 countries]
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	20.9% [19/38 countries]

	Hong Kong, China
% of Grade 8 students who expect them to finish undergraduate or postgraduate degree (2019)	74.9% [13/39 countries]

	Hong Kong, China
Performance on the reading (15 years old, average score) (2018)	524.28 [4/76 countries]
Performance on the reading (15 years old, average score) (2015)	527 [2/72 countries]
Performance on the reading (15 years old, average score) (2000)	525 [6/41 countries]
Performance on the mathematics (15 years old, average score) (2018)	551.15 [4/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	548 [2/72 countries]
Performance on the mathematics (15 years old, average score) (2000)	560 [1/41 countries]
Performance on the science (15 years old, average score) (2018)	516.69 [9/77 countries]
Performance on the science (15 years old, average score) (2015)	523 [9/72 countries]
Performance on the science (15 years old, average score) (2000)	541 [3/41 countries]
% of 15 year old students who have ever repeated a grade (2009)	15.6% [23/65 countries]

	Hong Kong, China
% of 15-year-old students who have a computer they can use for school work in their home (2018)	87.8% [39/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	63.6% [19/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	45.1% [38/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	36.2% [75/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	27.8% [66/79 countries]

	Hong Kong, China
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	19.3% [61/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	12.8% [64/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	18.9% [61/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	12.1% [63/72 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)	16.0% [64/77 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)	10.6% [68/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	16.7% [41/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	12.0% [67/72 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)	21.2% [44/77 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)	13.8% [62/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	73.2% [46/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	74.0% [47/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	77.6% [48/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	70.2% [51/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	62.9% [68/76 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)	70.4% [63/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	53.3% [37/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	73.8% [53/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	71.3% [44/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	72.5% [22/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	67.1% [50/76 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)	52.6% [44/77 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)	52.5% [42/77 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)	46.6% [21/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	35.1% [35/76 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)	46.4% [32/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	45.8% [39/76 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)	80.0% [20/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	61.4% [35/76 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)	78.9% [34/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	82.3% [18/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	19.0% [57/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	24.5% [59/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	23.8% [50/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	22.0% [29/77 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)	55.1% [45/77 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)	44.5% [66/73 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)	52.7% [18/77 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)	34.9% [45/73 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)	56.2% [28/77 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)	38.0% [60/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	60.3% [33/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	58.7% [49/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	36.6% [33/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	76.1% [22/77 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)	60.0% [65/77 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)	51.5% [47/77 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)	65.7% [64/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	76.5% [55/77 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)	47.4% [31/77 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)	55.9% [31/77 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)	45.3% [61/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	62.8% [31/77 countries]

	Hong Kong, China
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	67.5% [15/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	76.9% [13/77 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)	67.4% [17/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	71.8% [36/77 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)	61.3% [12/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	69.8% [7/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	53.6% [14/77 countries]

	Hong Kong, China
% of 15 year old students who read only if they have to (2018)	45.9% [41/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	58.9% [15/77 countries]
% of 15 year old students who like talking about books with other people (2018)	48.2% [26/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	21.0% [46/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	46.4% [57/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	4.2% [55/77 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)	12.0% [27/64 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	23.5% [12/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2009)	19.3% [18/64 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	8.1% [42/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	18.4% [9/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2009)	60.8% [5/64 countries]
% of 15-year olds who read books more often in paper format (2018)	23.9% [64/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	44.9% [2/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	17.9% [36/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	33.8% [9/77 countries]
% of 15-year olds who agree that they are good readers (2018)	60.0% [60/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	55.6% [62/77 countries]
% of 15-year olds who agree that they read fluently (2018)	79.5% [17/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	19.5% [32/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	40.9% [51/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	34.4% [10/77 countries]

	Hong Kong, China
% of 15-year olds who read emails several times a day (2018)	10.3% [33/77 countries]
% of 15-year olds who chat on line several times a day (2018)	81.0% [11/77 countries]
% of 15-year olds who read online news several times a day (2018)	22.0% [55/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	23.3% [61/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	16.0% [29/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	19.9% [46/77 countries]

	Hong Kong, China
% of those who agree that there were many words they could not understand in the PISA test (2018)	18.8% [45/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	19.5% [39/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	19.4% [47/77 countries]

	Hong Kong, China
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)	3.66 [14/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	3.31 [19/77 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)	3.55 [24/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	3.85 [54/77 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)	3.81 [57/77 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)	2.65 [71/77 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)	3.53 [15/77 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)	2.94 [18/77 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)	3.66 [29/77 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)	3.87 [57/77 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)	3.87 [56/77 countries]