Global Japanese Data Rankings

Politics and government

Population and Family

Economy and industry

Work

Education and media

Education in general> [0]

Pre-primary education> [0]

Pre-primary education at home> [18]

Pre-primary education on letters> [7]

Pre-primary education on numbers> [4]

Primary school> [0]

Primary school students - home> [3]

Primary school students - school life> [19]

Primary school students - mathematics> [32]

	Kosovo
Average score of mathematics achievement of 4th grade (2019)	444 [48/57 countries]
% of Grade 4 students who work problems on their own in every or almost every lesson (2019)	53.0% [33/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning mathematics (2019)	94.7% [1/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study mathematics (2019)	27.9% [2/57 countries]
% of Grade 4 students who agree a lot that mathematics is boring (2019)	7.5% [50/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in mathematics (2019)	90.0% [2/57 countries]
% of Grade 4 students who agree a lot that they like mathematics very much (2019)	94.0% [1/57 countries]
% of Grade 4 students who agree a lot that they like any schoolwork that involves numbers (2019)	92.2% [1/57 countries]
% of Grade 4 students who agree a lot that they like to solve mathematics problems (2019)	82.0% [1/57 countries]
% of Grade 4 students who agree a lot that they look forward to mathematics lessons (2019)	84.3% [1/57 countries]
% of Grade 4 students who agree a lot that mathematics is one of their favorite subjects (2019)	84.6% [1/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	73.6% [8/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	96.6% [2/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	93.8% [2/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining mathematics (2019)	98.0% [2/57 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)	97.0% [1/57 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)	96.6% [2/57 countries]
% of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	16.5% [44/56 countries]
% of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	15.3% [54/56 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)	13.2% [39/56 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)	21.1% [45/56 countries]
% of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	13.5% [49/56 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)	68.9% [2/56 countries]
% of Grade 4 students who agree a lot that they usually do well in mathematics (2019)	77.2% [1/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	16.5% [20/57 countries]
% of Grade 4 students who agree a lot that they are just not good at mathematics (2019)	13.8% [19/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in mathematics (2019)	77.6% [1/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them nervous (2019)	7.6% [49/57 countries]
% of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems (2019)	56.5% [1/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics (2019)	67.0% [2/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than any other subject (2019)	14.2% [38/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them confused (2019)	22.1% [4/57 countries]

Primary school students - science> [24]

	Kosovo
Average score of science achievement of 4th grade (2019)	413 [51/57 countries]
% of Grade 4 students who conduct science experiments at least once a week (2019)	45.1% [11/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning science (2019)	86.1% [3/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study science (2019)	26.5% [2/57 countries]
% of Grade 4 students who agree a lot that science is boring (2019)	9.3% [31/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in science (2019)	90.5% [2/57 countries]
% of Grade 4 students who agree a lot that they like science very much (2019)	86.0% [2/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	93.4% [2/57 countries]
% of Grade 4 students who agree a lot that they look forward to learning science (2019)	79.0% [3/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	93.4% [2/57 countries]
% of Grade 4 students who agree a lot that science is one of their favorite subjects (2019)	67.7% [11/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	74.4% [6/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons (2019)	95.9% [2/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	94.8% [2/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining science (2019)	97.3% [2/57 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)	95.9% [2/57 countries]
% of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in science lessons (2019)	95.4% [2/57 countries]
% of Grade 4 students who agree a lot that they usually do well in science (2019)	68.9% [13/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than for many of their classmates (2019)	15.1% [16/57 countries]
% of Grade 4 students who agree a lot that they are just not good at science (2019)	13.1% [15/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in science (2019)	71.7% [5/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at science (2019)	62.8% [7/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than any other subject (2019)	15.1% [14/57 countries]
% of Grade 4 students who agree a lot that science makes them confused (2019)	26.0% [3/57 countries]

Primary school students - instruction out of school> [2]

Primary school - evaluation of parents> [8]

Primary school - future educational plan> [1]

Lower secondary school> [0]

Lower secondary school students - home> [0]

Lower secondary school students - Internet use> [0]

Lower secondary school students - School life> [0]

Lower secondary school students - Mathematics> [0]

Lower secondary school students - Science> [0]

Lower secondary school students - instruction out of school> [0]

Lower secondary school students - future educational plan> [0]

Lower secondary education teachers> [0]

High school students - Performance> [6]

High school students - Things at home> [5]

High school students - Atmosphere of language lessons> [44]

High school students - Internet education> [7]

High school students - Reading> [20]

High school students - Internet use> [6]

High school students - Impression of PISA Reading Test> [3]

High school students - learning method> [11]

High school students - response to a junk mail> [5]

High school students - effort and failure> [13]

High school students - competition and cooperation> [9]

High school students - meaning of life> [3]

High school students - feeling> [9]

High school students - goals in school> [3]

High school students - doing things in life> [4]

High school students - feeling at school> [6]

High school students - family support> [3]

High school students - laziness and bullying> [13]

High school students - learning foreign language> [0]

High school students - problem solving> [0]

University> [0]

Mass media> [0]

Science and technology

Environment and energy

International relations

	Kosovo
General government expenditures as % of GDP (2022)	29.9% [99/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-0.69% [56/180 countries]
General government gross debt as % of GDP (2022)	21% [170/185 countries]

	Kosovo
Population (ten thousands) (2021)	180.6 [150/216 countries]
Popuation growth (annual) (2021)	-0.2% [175/217 countries]
Popuation change in the last 20 years (2001-2021)	6.2% [173/217 countries]
Life expectancy at birth - Both sexes (years) (2020)	71.1 [133/199 countries]
Life expectancy at birth - Female (years) (2020)	73.7 [131/199 countries]

	Kosovo
GDP (current US$, billions) (2021)	9.039 [146/192 countries]
GDP per capita (current US$) (2021)	5,031 [105/192 countries]
GDP per capita (PPP, current international$) (2021)	12,833 [106/192 countries]
GNI per capita, Atlas method (current US$) (2021)	4,970 [90/173 countries]

	Kosovo
% of the parents who often read books to their child before they began primary school (2019)	45.2% [30/53 countries]
% of the parents who often told stories to their child before they began primary school (2019)	46.5% [32/53 countries]
% of the parents who often sang songs to their child before they began primary school (2019)	56.3% [20/53 countries]
% of the parents who often played with alphabet toys with their child before they began primary school (2019)	55.7% [14/53 countries]
% of the parents who often talked about things to their child before they began primary school (2019)	57.4% [33/53 countries]
% of the parents who often talked about what they had read to their child before they began primary school (2019)	47.0% [10/53 countries]
% of the parents who often played word games with their child before they began primary school (2019)	49.6% [10/53 countries]
% of the parents who often wrote letters or words to their child before they began primary school (2019)	69.4% [3/53 countries]
% of the parents who often read aloud signs and labels to their child before they began primary school (2019)	43.3% [34/53 countries]
% of the parents who often sang counting songs to their child before they began primary school (2019)	28.4% [47/53 countries]
% of the parents who often played with number toys with their child before they began primary school (2019)	49.1% [19/53 countries]
% of the parents who often counted different things to their child before they began primary school (2019)	65.6% [20/53 countries]
% of the parents who often played games involving shapes with their child before they began primary school (2019)	44.1% [44/53 countries]
% of the parents who often played with building blocks or construction toys with their child before they began primary school (2019)	55.3% [37/53 countries]
% of the parents who often played board or card games with their child before they began primary school (2019)	53.6% [10/53 countries]
% of the parents who often wrote numbers to their child before they began primary school (2019)	77.8% [2/53 countries]
% of the parents who often drew shapes to their child before they began primary school (2019)	69.1% [2/53 countries]
% of the parents who often measured or weighed things with their child before they began primary school (2019)	19.4% [15/53 countries]

	Kosovo
% of the children who could recognize most of the letters of the alphabet very well when they began primary school (2019)	66.5% [10/53 countries]
% of the children who could read some words very well when they began primary school (2019)	46.2% [13/53 countries]
% of the children who could read sentences very well when they began primary school (2019)	35.7% [8/53 countries]
% of the children who could read a story very well when they began primary school (2019)	16.4% [21/53 countries]
% of the children who could write letters of the alphabet very well when they began primary school (2019)	69.4% [4/53 countries]
% of the children who could write his/her name very well when they began primary school (2019)	83.6% [4/53 countries]
% of the children who could write words other than his/her name very well when they began primary school (2019)	56.5% [5/53 countries]

	Kosovo
Evaluation of control of corruption (0-100) (2021)	44.7 [116/209 countries]

	Kosovo
Fertility rate, total (births per woman) (2020)	1.95 [117/200 countries]

	Kosovo
New business density (new registrations per 1,000 people ages 15-64) (2020)	4.72 [31/121 countries]

	Kosovo
% of the children who could count by himself/ herself up to 100 or higher when they began primary school (2019)	38.3% [21/53 countries]
% of the children who could recognize written numbers up to 100 or higher when they began primary school (2019)	33.6% [20/53 countries]
% of the children who could write numbers up to 100 or higher when they began primary school (2019)	34.0% [15/53 countries]
% of the children who could do simple addition up to 100 or higher when they began primary school (2019)	87.7% [13/53 countries]

	Kosovo
% of Grade 4 students who have their own room (2019)	82.1% [7/57 countries]
% of Grade 4 students who have internet connection at home (2019)	74.9% [45/57 countries]
% of Grade 4 students who have their own mobile phone (2019)	60.0% [37/57 countries]

	Kosovo
% of Grade 4 students who are absent from school once a week (2019)	15.2% [16/57 countries]
% of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday (2019)	16.6% [56/57 countries]
% of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	25.2% [38/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2019)	97.8% [1/57 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2019)	89.8% [2/57 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2019)	90.0% [2/57 countries]
% of Grade 4 students who agree a lot that teachers at their school are fair to them (2019)	95.7% [2/57 countries]
% of Grade 4 students who agree a lot that they are proud to go to their school (2019)	96.3% [2/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2019)	21.0% [54/57 countries]
% of Grade 4 students who say that other students left them out of games or activities (2019)	16.6% [56/57 countries]
% of Grade 4 students who say that other students spread lies about them (2019)	27.5% [48/57 countries]
% of Grade 4 students who say that other students stole something from them (2019)	10.8% [53/57 countries]
% of Grade 4 students who say that other students damaged something of theirs on purpose (2019)	12.9% [50/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2019)	18.0% [56/57 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2019)	9.6% [53/57 countries]
% of Grade 4 students who say that other students sent them nasty or hurtful messages online (2019)	7.1% [50/57 countries]
% of Grade 4 students who say that other students shared nasty or hurtful things about them online (2019)	5.7% [46/57 countries]
% of Grade 4 students who say that other students shared embarrassing photos of them online (2019)	5.6% [27/57 countries]
% of Grade 4 students who say that other students threatened them (2019)	9.2% [54/57 countries]

	Kosovo
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	23.8% [17/52 countries]
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	17.4% [13/52 countries]

	Kosovo
% 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)	84.7% [2/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment (2019)	78.1% [16/52 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)	80.6% [7/52 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)	84.2% [6/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards (2019)	48.0% [27/52 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)	90.1% [2/52 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)	85.9% [2/52 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)	84.8% [2/52 countries]

	Kosovo
% of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree (2019)	81.0% [17/52 countries]

	Kosovo
Performance on the reading (15 years old, average score) (2018)	353.07 [74/76 countries]
Performance on the reading (15 years old, average score) (2015)	347 [71/72 countries]
Performance on the mathematics (15 years old, average score) (2018)	365.88 [74/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	362 [70/72 countries]
Performance on the science (15 years old, average score) (2018)	364.88 [74/77 countries]
Performance on the science (15 years old, average score) (2015)	378 [70/72 countries]

	Kosovo
% of 15-year-old students who have a computer they can use for school work in their home (2018)	79.6% [52/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	53.2% [31/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	80.1% [2/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	61.1% [37/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	55.1% [16/79 countries]

	Kosovo
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	18.7% [63/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	14.7% [68/77 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 (2018)	18.5% [58/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	13.8% [61/77 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 (2018)	16.6% [58/77 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	73.7% [45/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	80.6% [12/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	86.5% [12/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	84.8% [2/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	84.7% [8/76 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)	87.0% [5/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	75.4% [4/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	88.8% [6/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	82.0% [7/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	68.1% [41/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	75.3% [15/76 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)	59.4% [16/77 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)	59.7% [26/77 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)	56.1% [5/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	46.2% [12/76 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)	50.8% [19/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	56.7% [10/76 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)	89.6% [2/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	74.4% [11/76 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)	88.6% [4/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	84.1% [10/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	29.5% [25/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	35.8% [29/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	28.7% [31/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	23.2% [25/77 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)	58.0% [34/77 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 (2018)	52.3% [19/77 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 (2018)	60.0% [17/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	67.9% [11/77 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	8.3% [70/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	80.6% [11/77 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)	69.5% [44/77 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)	65.4% [15/77 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)	80.8% [15/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	81.5% [41/77 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)	52.6% [20/77 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)	57.5% [28/77 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)	71.9% [4/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	62.9% [30/77 countries]

	Kosovo
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	62.5% [23/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	66.3% [36/77 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)	59.5% [35/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	61.7% [62/77 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)	56.2% [17/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	54.0% [30/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	39.3% [49/77 countries]

	Kosovo
% of 15 year old students who read only if they have to (2018)	40.8% [56/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	71.4% [7/77 countries]
% of 15 year old students who like talking about books with other people (2018)	69.8% [3/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	12.0% [70/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	43.1% [72/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	10.9% [7/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	8.3% [30/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	19.9% [25/77 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	16.6% [9/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	13.1% [25/77 countries]
% of 15-year olds who read books more often in paper format (2018)	41.9% [6/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	24.1% [19/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	25.6% [13/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	45.5% [2/77 countries]
% of 15-year olds who agree that they are good readers (2018)	90.7% [1/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	81.5% [1/77 countries]
% of 15-year olds who agree that they read fluently (2018)	84.8% [5/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	11.9% [71/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	45.2% [36/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	22.4% [52/77 countries]

	Kosovo
% of 15-year olds who read emails several times a day (2018)	8.3% [52/77 countries]
% of 15-year olds who chat on line several times a day (2018)	54.8% [70/77 countries]
% of 15-year olds who read online news several times a day (2018)	21.3% [56/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	21.3% [67/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	12.8% [41/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	16.3% [67/77 countries]

	Kosovo
% of those who agree that there were many words they could not understand in the PISA test (2018)	28.6% [22/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	22.5% [27/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	21.8% [35/77 countries]

	Kosovo
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)	3.30 [43/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	2.88 [50/77 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)	3.65 [17/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	4.08 [32/77 countries]
Extent to which 15-year-olds think of summarising the text in their own words as useful for understanding and memorising the text (2018)	4.11 [27/77 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)	2.99 [39/77 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)	3.32 [34/77 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)	2.77 [27/77 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)	3.79 [22/77 countries]
Extent to which 15-year-olds think of carefully checking whether the most important facts in the text are represented in the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	4.00 [50/77 countries]
Extent to which 15-year-olds think of reading through the text, underlining the most important sentences, and then writing them in their own words as useful for writing a summary of a long and rather difficult two-page text (2018)	4.12 [33/77 countries]

	Kosovo
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)	2.80 [40/77 countries]
Extent to which 15-year-olds think of checking the senderfs email address as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	3.22 [70/77 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)	2.80 [14/77 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)	2.04 [77/77 countries]
Extent to which 15-year-olds think of checking the website of the mobile phone operator as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	3.18 [70/77 countries]

	Kosovo
% of 15-year-olds who agree that trying hard at school will help me get a good job (2018)	90.6% [7/79 countries]
% of 15-year-olds who agree that trying hard at school will help me get into a good college (2018)	90.9% [13/79 countries]
% of 15-year-olds who agree that trying hard at school is important (2018)	88.8% [17/79 countries]
% of 15-year-olds who find satisfaction in working as hard as they can (2018)	76.8% [45/79 countries]
% of 15-year-olds who persist until a task is finished once they start (2018)	85.0% [8/79 countries]
% of 15-year-olds who enjoy doing things when they improve on their past performance (2018)	83.7% [34/79 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)	76.2% [17/79 countries]
% of 15-year-olds who worry about what others think of when they are failing (2018)	50.1% [41/77 countries]
% of 15-year-olds who are afraid that they might not have enough talent when they are failing (2018)	52.2% [33/77 countries]
% of 15-year-olds who doubt their plans for the future when they are failing (2018)	57.5% [20/77 countries]
% of 15-year-olds who think that they canft change their intelligence very much (2018)	69.7% [3/78 countries]
% of 15-year-olds who enjoy working in situations involving competition with others (2018)	68.9% [18/79 countries]
% of 15-year-olds who agree that it is important for them to perform better than other people on a task (2018)	67.0% [23/79 countries]

	Kosovo
% of 15-year-olds who try harder when they are in competition with other people (2018)	77.3% [21/79 countries]
% of 15-year-olds who think that students seem to value competition (2018)	53.7% [22/78 countries]
% of 15-year-olds who think that students are competing with each other (2018)	53.1% [27/78 countries]
% of 15-year-olds who think that students seem to share the feeling that competing with each other is important (2018)	59.1% [7/78 countries]
% of 15-year-olds who think that students feel that they are being compared with others (2018)	57.0% [18/78 countries]
% of 15-year-olds who think that students seem to value cooperation (2018)	71.6% [4/77 countries]
% of 15-year-olds who think that students are cooperating with each other (2018)	70.2% [7/77 countries]
% of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important (2018)	71.8% [4/77 countries]
% of 15-year-olds who think that they are encouraged to cooperate with others (2018)	68.7% [8/77 countries]

	Kosovo
% of 15-year-olds who think that their life has clear meaning or purpose (2018)	85.2% [6/74 countries]
% of 15-year-olds who have discovered a satisfactory meaning in life (2018)	75.6% [10/74 countries]
% of 15-year-olds who have a clear sense of what gives meaning to their life (2018)	81.9% [8/74 countries]

	Kosovo
% of 15-year-olds who always feel happy (2018)	63.2% [4/73 countries]
% of 15-year-olds who always feel scared (2018)	2.4% [60/73 countries]
% of 15-year-olds who always feel lively (2018)	58.3% [2/73 countries]
% of 15-year-olds who always feel miserable (2018)	2.8% [65/73 countries]
% of 15-year-olds who always feel proud (2018)	54.9% [2/73 countries]
% of 15-year-olds who always feel afraid (2018)	3.4% [65/73 countries]
% of 15-year-olds who always feel joyful (2018)	54.2% [9/73 countries]
% of 15-year-olds who always feel sad (2018)	3.5% [68/73 countries]
% of 15-year-olds who always feel cheerful (2018)	61.8% [4/73 countries]

	Kosovo
% of 15-year-olds who think that their goal in school is to learn as much as possible (2018)	71.1% [3/77 countries]
% of 15-year-olds who think that their goal in school is to completely master the material presented in their classes (2018)	62.0% [5/77 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)	71.2% [3/77 countries]

	Kosovo
% of 15-year olds who usually manage one way or another (2018)	82.5% [38/78 countries]
% of 15-year olds who feel proud that they have accomplished things (2018)	84.0% [34/78 countries]
% of 15-year olds who feel that they can handle many things at a time (2018)	70.0% [25/78 countries]
% of 15-year olds who can usually find their way out in a difficult situation (2018)	85.6% [7/78 countries]

	Kosovo
% of 15-year olds who feel like an outsider (or left out of things) (2018)	15.8% [57/76 countries]
% of 15-year olds who make friends easily at school (2018)	73.4% [29/76 countries]
% of 15-year olds who feel like they belong at school. (2018)	77.9% [8/76 countries]
% of 15-year olds who feel awkward and out of place in their school. (2018)	23.9% [14/76 countries]
% of 15-year olds who think that other students seem to like them (2018)	71.3% [44/76 countries]
% of 15-year olds who feel lonely at school (2018)	11.8% [64/76 countries]

	Kosovo
% of 15-year olds who think that their parents support their educational efforts and achievements (2018)	82.5% [38/77 countries]
% of 15-year olds who think that their parents support them when they are facing difficulties at school (2018)	81.9% [26/77 countries]
% of 15-year olds who think that their parents encourage them to be confident (2018)	83.4% [24/77 countries]

	Kosovo
% of 15-year olds who have ever skipped a whole school day in the last two weeks (2018)	43.1% [11/77 countries]
% of 15-year olds who have ever skipped some classes in the last two weeks (2018)	44.5% [10/77 countries]
% of 15-year olds who have ever arrived late for school in the last two weeks (2018)	35.4% [65/77 countries]
% of 15-year olds who have ever been made fun of by other students during the past 12 months (2018)	39.3% [9/77 countries]
% of 15-year olds who have ever been left out of things by other students during the past 12 months (2018)	24.9% [62/77 countries]
% of 15-year olds who have ever been threatened by other students during the past 12 months (2018)	20.3% [20/77 countries]
% of 15-year olds whose belongings have ever been taken away or destroyed by other students during the past 12 months (2018)	22.7% [20/77 countries]
% of 15-year olds who have ever been hit or pushed around by other students during the past 12 months (2018)	22.4% [14/77 countries]
% of 15-year olds whose nasty rumours have ever been spread by other students during the past 12 months (2018)	26.8% [37/77 countries]
% of 15-year olds who are irritated when nobody defends bullied students (2018)	69.8% [44/77 countries]
% of 15-year olds who agree that it is a good thing to help students who canft defend themselves (2018)	73.2% [54/77 countries]
% of 15-year olds who agree that it is a wrong thing to join in bullying (2018)	67.6% [57/77 countries]
% of 15-year olds who feel bad seeing other students bullied (2018)	75.0% [43/77 countries]

	Kosovo
Exports of goods and services (billion US$) (2020)	1.7 [137/173 countries]
Exports of goods and services, % of GDP (2020)	21.7% [127/173 countries]
Imports of goods and services (billion US$) (2020)	4.2 [127/173 countries]
Imports of goods and services, % of GDP (2020)	53.9% [46/173 countries]
External balance on goods and services (million US$) (2020)	-2 [115/173 countries]

	Kosovo
Military expenditure (billion US$) (2020)	0.1 [117/150 countries]

	Kosovo
Agriculture, forestry, and fishing, value added (million US$)	633 (2021) [132/185 countries]