Global Japanese Data Rankings

	Peru
% of 15-year olds who have ever skipped a whole school day in the last two weeks (2018)	45.0% [9/77 countries]
% of 15-year olds who have ever skipped some classes in the last two weeks (2018)	42.7% [11/77 countries]
% of 15-year olds who have ever arrived late for school in the last two weeks (2018)	57.5% [3/77 countries]
% of 15-year olds who have ever been made fun of by other students during the past 12 months (2018)	24.9% [38/77 countries]
% of 15-year olds who have ever been left out of things by other students during the past 12 months (2018)	28.3% [50/77 countries]
% of 15-year olds who have ever been threatened by other students during the past 12 months (2018)	12.3% [63/77 countries]
% of 15-year olds whose belongings have ever been taken away or destroyed by other students during the past 12 months (2018)	21.3% [25/77 countries]
% of 15-year olds who have ever been hit or pushed around by other students during the past 12 months (2018)	15.9% [44/77 countries]
% of 15-year olds whose nasty rumours have ever been spread by other students during the past 12 months (2018)	29.2% [23/77 countries]
% of 15-year olds who are irritated when nobody defends bullied students (2018)	70.4% [39/77 countries]
% of 15-year olds who agree that it is a good thing to help students who canft defend themselves (2018)	79.3% [29/77 countries]
% of 15-year olds who agree that it is a wrong thing to join in bullying (2018)	73.1% [45/77 countries]
% of 15-year olds who feel bad seeing other students bullied (2018)	77.3% [30/77 countries]
% of 15-year olds who like to see someone standing up for bullied students (2018)	78.1% [39/77 countries]

High school students - learning foreign language> [2]

High school students - problem solving> [7]

University> [0]

Mass media> [1]

Science and technology

Environment and energy

International relations

	Peru
Voter turnout in the national election	70.1% (2021) [82/199 countries]
Extent to which people think that it is important, in order to be a good citizen, always to vote in elections (2004)	6.56 [1/38 countries]
% of those who think that elections are a good way of making governments pay attention to what the people think (1996)	73.2% [6/24 countries]
% of those who think that the last national election was fair regarding the opportunities of the candidates and parties to campaign (2004)	66.4% [16/38 countries]
% of those who think that referendums are a good way to decide important political questions (2004)	63.7% [27/38 countries]

	Peru
Statutory number of members (As of February 16, 2023)	130 [98/190 countries]
Inhabitants per parliamentarian (2021)	241,362 [11/192 countries]
% of women in parliament (As of February 16, 2023)	38.76% [30/185 countries]
% of MPs 40 years of age or younger (As of February 16, 2023)	26.36% [52/143 countries]

	Peru
General government expenditures as % of GDP (2022)	23.3% [142/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-0.95% [60/180 countries]
General government gross debt as % of GDP (2022)	35% [150/185 countries]

	Peru
General government revenues as % of GDP (2022)	21% [128/189 countries]
Corporate income tax rate (central + sub-central) (2021)	29.50% [21/111 countries]
Taxes on income, profits and capital gains, % of GDP (2019)	6.1% [73/117 countries]
Social security contributions, % of GDP (2019)	2.0% [63/113 countries]
Taxes on property, % of GDP (2019)	0.4% [59/111 countries]

	Peru
Population (ten thousands) (2021)	3,335.9 [44/216 countries]
Popuation growth (annual) (2021)	1.2% [83/217 countries]
Popuation change in the last 20 years (2001-2021)	24.5% [118/217 countries]
0-14 years, % of the total population (2021)	24.7% [98/193 countries]
15-64 years, % of the total population (2021)	66.4% [59/193 countries]
65 years and over, % of the total population (2021)	9.0% [82/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	76.9 [68/199 countries]
Life expectancy at birth - Female (years) (2020)	79.7 [68/199 countries]
Life expectancy at birth - Male (years) (2020)	74.3 [70/199 countries]
Population density (per square kilometer) (2021)	26.1 [173/216 countries]

	Peru
Evaluation of control of corruption (0-100) (2021)	29.3 [148/209 countries]

	Peru
Fertility rate, total (births per woman) (2020)	2.21 [96/200 countries]
Crude birth rate (per 1,000 people) (2020)	17.5 [94/204 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	88 [74/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	10.0 [117/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	13 [110/194 countries]

	Peru
Prevalence of stunting in children under 5 (%) (2020)	10.8% [94/154 countries]
Prevalence of overweight in children under 5 (%) (2020)	8.0% [51/154 countries]
Proportion of ever-partnered women and girls aged 15?49 years subjected to physical and/or sexual violence by a current or former intimate partner in their lifetime (%) (2018)	38% [22/151 countries]

	Peru
International migrant stock (% of immigrants in the population) (2020)	3.7% [135/231 countries]
Refugee population by country or territory of asylum (2019)	2,850 [93/164 countries]

	Peru
GDP (current US$, billions) (2021)	224.725 [51/192 countries]
GDP per capita (current US$) (2021)	6,643 [93/192 countries]
GDP per capita (PPP, current international$) (2021)	13,879 [101/192 countries]
GNI per capita, Atlas method (current US$) (2021)	6,520 [79/173 countries]

	Peru
Manufacturing, value added (% of GDP)	13.1% (2021) [71/193 countries]

	Peru
New business density (new registrations per 1,000 people ages 15-64) (2020)	3.80 [39/121 countries]

	Peru
Employment in agriculture (% of total employment) (2019)	27.4% [69/187 countries]
Employment in agriculture (% of total employment) (2019)	27.4% [69/187 countries]
Employment in industry (% of total employment) (2019)	15.2% [138/187 countries]

	Peru
Literacy proficiency among 16-65 years-olds: Average score (0-500) (2011-2017)	196 [36/37 countries]
Numeracy proficiency among 16-65 years-olds: Average score (0-500) (2011-2017)	196 [36/37 countries]

	Peru
Performance on the reading (15 years old, average score) (2018)	400.51 [64/76 countries]
Performance on the reading (15 years old, average score) (2015)	398 [65/72 countries]
Performance on the reading (15 years old, average score) (2000)	327 [41/41 countries]
Performance on the mathematics (15 years old, average score) (2018)	399.84 [63/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	387 [64/72 countries]
Performance on the mathematics (15 years old, average score) (2000)	292 [41/41 countries]
Performance on the science (15 years old, average score) (2018)	404.22 [64/77 countries]
Performance on the science (15 years old, average score) (2015)	397 [66/72 countries]
Performance on the science (15 years old, average score) (2000)	333 [41/41 countries]
% of 15 year old students who have ever repeated a grade (2009)	28.1% [14/65 countries]

	Peru
% of 15-year-old students who have a computer they can use for school work in their home (2018)	52.3% [73/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	72.7% [9/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	63.3% [13/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	49.5% [60/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	48.5% [31/79 countries]

	Peru
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	15.8% [68/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	16.8% [57/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	23.1% [57/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	22.8% [50/72 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)	14.1% [65/77 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)	15.4% [60/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	10.8% [69/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	14.6% [53/72 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)	14.8% [66/77 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)	18.2% [54/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	86.4% [5/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	79.4% [23/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	85.5% [20/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	78.1% [21/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	81.2% [17/76 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)	83.3% [15/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	54.1% [35/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	80.1% [24/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	81.6% [8/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	80.5% [8/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	80.4% [4/76 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)	55.0% [31/77 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)	64.1% [10/77 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)	43.7% [32/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	36.1% [32/76 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)	50.6% [20/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	58.5% [8/76 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)	86.7% [7/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	75.4% [10/76 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)	84.5% [19/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	80.4% [23/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	41.9% [3/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	33.3% [31/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	34.4% [15/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	16.3% [57/77 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)	65.9% [12/77 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)	70.7% [8/73 countries]
% of 15 year old students who say that the teacher helps students relate the stories they read to their lives in their language lessons (2018)	54.0% [17/77 countries]
% of 15 year old students who say that the teacher helps students relate the stories they read to their lives in their language lessons (2009)	55.0% [12/73 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)	59.6% [18/77 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)	58.3% [13/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	68.2% [9/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	71.8% [10/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	20.4% [47/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	89.6% [1/77 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)	84.8% [11/77 countries]
% of 15 year old students who are told to discuss in small groups with other students who read the same book or chapter in their language lessons (2018)	60.4% [25/77 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)	88.6% [1/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	91.1% [1/77 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)	57.9% [9/77 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)	53.2% [38/77 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)	68.9% [8/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	68.6% [13/77 countries]

	Peru
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	45.4% [67/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	64.2% [42/77 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)	53.4% [57/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	67.4% [48/77 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)	46.8% [51/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	44.0% [62/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	25.5% [73/77 countries]

	Peru
% of 15 year old students who read only if they have to (2018)	44.1% [44/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	61.9% [12/77 countries]
% of 15 year old students who like talking about books with other people (2018)	59.0% [8/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	8.5% [75/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	45.9% [62/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	9.5% [12/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	12.4% [17/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2009)	17.0% [14/64 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	21.9% [17/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2009)	23.8% [8/64 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	13.6% [18/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	27.8% [2/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2009)	49.0% [19/64 countries]
% of 15-year olds who read books more often in paper format (2018)	32.9% [38/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	23.5% [23/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	25.5% [15/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	24.6% [25/77 countries]
% of 15-year olds who agree that they are good readers (2018)	74.7% [23/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	69.3% [26/77 countries]
% of 15-year olds who agree that they read fluently (2018)	75.9% [39/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	24.8% [10/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	55.8% [12/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	23.7% [47/77 countries]

	Peru
% of 15-year olds who read emails several times a day (2018)	8.6% [46/77 countries]
% of 15-year olds who chat on line several times a day (2018)	46.5% [74/77 countries]
% of 15-year olds who read online news several times a day (2018)	24.7% [44/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	29.9% [32/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	9.1% [57/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	18.0% [62/77 countries]

	Peru
% of those who agree that there were many words they could not understand in the PISA test (2018)	37.3% [11/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	22.8% [26/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	24.5% [24/77 countries]

	Peru
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)	3.46 [28/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	3.06 [33/77 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)	3.45 [38/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	4.39 [10/77 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)	4.37 [6/77 countries]
Extent to which 15-year-olds think of reading the text aloud to another person as useful for understanding and memorising the text (2018)	3.39 [5/77 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)	3.85 [5/77 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)	2.58 [46/77 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)	3.71 [28/77 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)	4.26 [26/77 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)	4.43 [10/77 countries]

	Peru
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)	2.76 [44/77 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)	3.34 [66/77 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)	2.61 [21/77 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)	2.46 [69/77 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)	3.40 [61/77 countries]

	Peru
% of 15-year-olds who agree that trying hard at school will help me get a good job (2018)	83.9% [31/79 countries]
% of 15-year-olds who agree that trying hard at school will help me get into a good college (2018)	85.2% [44/79 countries]
% of 15-year-olds who agree that trying hard at school is important (2018)	87.4% [26/79 countries]
% of 15-year-olds who find satisfaction in working as hard as they can (2018)	84.8% [16/79 countries]
% of 15-year-olds who persist until a task is finished once they start (2018)	82.4% [9/79 countries]
% of 15-year-olds who enjoy doing things when they improve on their past performance (2018)	90.4% [9/79 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)	83.0% [3/79 countries]
% of 15-year-olds who worry about what others think of when they are failing (2018)	48.3% [48/77 countries]
% of 15-year-olds who are afraid that they might not have enough talent when they are failing (2018)	48.0% [46/77 countries]
% of 15-year-olds who doubt their plans for the future when they are failing (2018)	41.0% [62/77 countries]
% of 15-year-olds who think that they canft change their intelligence very much (2018)	47.1% [25/78 countries]
% of 15-year-olds who enjoy working in situations involving competition with others (2018)	73.0% [10/79 countries]
% of 15-year-olds who agree that it is important for them to perform better than other people on a task (2018)	77.8% [6/79 countries]

	Peru
% of 15-year-olds who try harder when they are in competition with other people (2018)	75.6% [27/79 countries]
% of 15-year-olds who think that students seem to value competition (2018)	55.4% [16/78 countries]
% of 15-year-olds who think that students are competing with each other (2018)	58.5% [16/78 countries]
% of 15-year-olds who think that students seem to share the feeling that competing with each other is important (2018)	54.7% [12/78 countries]
% of 15-year-olds who think that students feel that they are being compared with others (2018)	47.7% [44/78 countries]
% of 15-year-olds who think that students seem to value cooperation (2018)	55.2% [27/77 countries]
% of 15-year-olds who think that students are cooperating with each other (2018)	57.4% [30/77 countries]
% of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important (2018)	57.4% [26/77 countries]
% of 15-year-olds who think that they are encouraged to cooperate with others (2018)	58.6% [27/77 countries]

	Peru
% of 15-year-olds who think that their life has clear meaning or purpose (2018)	85.0% [7/74 countries]
% of 15-year-olds who have discovered a satisfactory meaning in life (2018)	80.8% [5/74 countries]
% of 15-year-olds who have a clear sense of what gives meaning to their life (2018)	82.2% [6/74 countries]

	Peru
% of 15-year-olds who always feel happy (2018)	52.0% [14/73 countries]
% of 15-year-olds who always feel scared (2018)	2.2% [64/73 countries]
% of 15-year-olds who always feel lively (2018)	49.6% [10/73 countries]
% of 15-year-olds who always feel miserable (2018)	5.7% [31/73 countries]
% of 15-year-olds who always feel proud (2018)	31.1% [14/73 countries]
% of 15-year-olds who always feel afraid (2018)	2.8% [71/73 countries]
% of 15-year-olds who always feel joyful (2018)	57.1% [4/73 countries]
% of 15-year-olds who always feel sad (2018)	5.9% [42/73 countries]
% of 15-year-olds who always feel cheerful (2018)	51.2% [13/73 countries]

	Peru
% of 15-year-olds who think that their goal in school is to learn as much as possible (2018)	66.5% [8/77 countries]
% of 15-year-olds who think that their goal in school is to completely master the material presented in their classes (2018)	57.0% [11/77 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)	67.7% [10/77 countries]

	Peru
% of 15-year olds who usually manage one way or another (2018)	85.9% [28/78 countries]
% of 15-year olds who feel proud that they have accomplished things (2018)	89.6% [11/78 countries]
% of 15-year olds who feel that they can handle many things at a time (2018)	70.8% [21/78 countries]
% of 15-year olds who can usually find their way out in a difficult situation (2018)	86.7% [5/78 countries]

	Peru
% of 15-year olds who feel like an outsider (or left out of things) (2018)	16.2% [54/76 countries]
% of 15-year olds who make friends easily at school (2018)	73.7% [27/76 countries]
% of 15-year olds who feel like they belong at school. (2018)	64.1% [51/76 countries]
% of 15-year olds who feel awkward and out of place in their school. (2018)	19.2% [41/76 countries]
% of 15-year olds who think that other students seem to like them (2018)	76.6% [26/76 countries]
% of 15-year olds who feel lonely at school (2018)	14.6% [47/76 countries]

	Peru
% of 15-year olds who think that their parents support their educational efforts and achievements (2018)	83.8% [32/77 countries]
% of 15-year olds who think that their parents support them when they are facing difficulties at school (2018)	78.6% [43/77 countries]
% of 15-year olds who think that their parents encourage them to be confident (2018)	81.1% [35/77 countries]

	Peru
Average hours per week to spend learning foreign language out of school (2015)	3.91 [34/56 countries]
Dispersion (S.E.) of hours per week to spend learning foreign language out of school (2015)	0.075 [41/56 countries]

	Peru
% of 15 year old students who definitely check brochure to check how to get to the zoo (2012)	50.0% [10/64 countries]
% of 15 year old students who definitely study a map and work out the best route (2012)	26.1% [53/64 countries]
% of 15 year old students who definitely leave it to their brother to worry about how to get there (2012)	8.4% [48/64 countries]
% of 15 year old students who definitely suggest just to start driving (2012)	10.0% [63/64 countries]
% of 15 year old students who definitely check similarities with the machines they have used when the ticket machine is new (2012)	29.1% [43/64 countries]
% of 15 year old students who definitely try out all the buttons to see what happens when the ticket machine is new (2012)	13.4% [22/64 countries]
% of 15 year old students who definitely ask someone for help when the ticket machine is new (2012)	42.5% [13/64 countries]

	Peru
Daily newspapers: number of titles (2004)	73 [25/153 countries]

	Peru
E-Government Development Index (2020)	0.7083 [71/193 countries]
E-Participation Index (as a component of E-Government Development Index) (2020)	0.7619 [55/193 countries]
Online Service Index (as a component of E-Government Development Index) (2020)	0.7529 [52/193 countries]
Human Capital Component (as a component of E-Government Development Index) (2020)	0.7940 [65/193 countries]