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

Pulses, Nuts, Oilcrops, Vegetable Oils> [16]

Vegetables, Fruits, Spices> [15]

Stimulants, Alcoholic Beverages> [8]

Meat, Diary, Fish> [15]

	Romania
Meat, food supply quantity (kg/capita/year) (2019)	69.75 [52/179 countries]
Bovine Meat, food supply quantity (kg/capita/year) (2019)	5.64 [115/179 countries]
Mutton & Goat Meat, food supply quantity (kg/capita/year) (2019)	2.51 [57/179 countries]
Pigmeat, food supply quantity (kg/capita/year) (2019)	37.48 [22/177 countries]
Poultry Meat, food supply quantity (kg/capita/year) (2019)	23.85 [65/179 countries]
Offals, Edible, food supply quantity (kg/capita/year) (2019)	3.96 [44/179 countries]
Butter, Ghee, food supply quantity (kg/capita/year) (2019)	1.28 [65/179 countries]
Animal Fats, food supply quantity (kg/capita/year) (2019)	6.43 [28/179 countries]
Eggs, food supply quantity (kg/capita/year) (2019)	13.46 [26/179 countries]
Milk (Excluding Butter), food supply quantity (kg/capita/year) (2019)	227.88 [12/179 countries]
Fish, Seafood, food supply quantity (kg/capita/year) (2019)	8.27 [125/179 countries]
Freshwater Fish, food supply quantity (kg/capita/year) (2019)	2.24 [81/179 countries]
Demersal Fish, food supply quantity (kg/capita/year) (2019)	0.91 [114/178 countries]
Pelagic Fish, food supply quantity (kg/capita/year) (2019)	4.01 [90/178 countries]
Crustaceans, food supply quantity (kg/capita/year) (2019)	0.19 [109/178 countries]

Eating behaviors> [0]

Leisure and Sports

Life

	Romania
Voter turnout in the national election	31.8% (2020) [191/199 countries]
Extent to which people think that it is important, in order to be a good citizen, always to vote in elections (2004)	5.56 [26/38 countries]
% of those who think that elections are a good way of making governments pay attention to what the people think (1996)	60.7% [17/24 countries]
% of those who think that the last national election was fair regarding the opportunities of the candidates and parties to campaign (2004)	35.7% [38/38 countries]
% of those who think that referendums are a good way to decide important political questions (2004)	71.2% [16/38 countries]

	Romania
Statutory number of members (As of February 16, 2023)	330 [36/190 countries]
Inhabitants per parliamentarian (2021)	42,746 [104/192 countries]
% of women in parliament (As of February 16, 2023)	19.09% [121/185 countries]
% of MPs 40 years of age or younger (As of February 16, 2023)	34.65% [16/143 countries]

	Romania
% of central government employees aged 55 years or older (2020)	21.33% [27/38 countries]
Evaluation of control of corruption (0-100) (2021)	52.9 [99/209 countries]

	Romania
General government expenditures as % of GDP (2022)	37.6% [58/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-4.73% [161/180 countries]
General government gross debt as % of GDP (2022)	50% [112/185 countries]

	Romania
Population (ten thousands) (2021)	1,911.5 [62/216 countries]
Popuation growth (annual) (2021)	-0.8% [196/217 countries]
Popuation change in the last 20 years (2001-2021)	-13.6% [212/217 countries]
0-14 years, % of the total population (2021)	15.5% [168/193 countries]
15-64 years, % of the total population (2021)	64.9% [86/193 countries]
65 years and over, % of the total population (2021)	19.7% [23/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	74.4 [96/199 countries]
Life expectancy at birth - Female (years) (2020)	78.4 [81/199 countries]
Life expectancy at birth - Male (years) (2020)	70.5 [107/199 countries]
Population density (per square kilometer) (2021)	83.1 [119/216 countries]
Population in urban agglomerations of more than 1 million (% of total population) (2021)	9.4 [110/121 countries]

	Romania
General government revenues as % of GDP (2022)	31% [73/189 countries]

	Romania
Crude marriage rate (marriages per 1,000 population)	4.2 (2020) [18/45 countries]
Crude divorce rate (divorces per 1,000 population)	1.2 (2020) [39/44 countries]
Relative divorce rate (ratio of divorces to marriages in the latest year) (2008-2020)	0.29 [38/44 countries]

	Romania
Fertility rate, total (births per woman) (2020)	1.60 [151/200 countries]
Crude birth rate (per 1,000 people) (2020)	9.2 [179/204 countries]
Mean age of women at childbirth (2020)	28.2 [40/43 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	19 [123/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	5.6 [139/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	7 [134/194 countries]
Adolescent fertility rate (Births per 1,000 women aged 15-19) (2020)	34.2 [99/194 countries]
% of births outside of marriage (2018)	30.9% [31/42 countries]

	Romania
Prevalence of stunting in children under 5 (%) (2020)	9.7% [98/154 countries]
Prevalence of overweight in children under 5 (%) (2020)	6.7% [68/154 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)	18% [120/151 countries]

	Romania
International migrant stock (% of immigrants in the population) (2020)	3.7% [135/231 countries]
Refugee population by country or territory of asylum (2019)	3,860 [88/164 countries]

	Romania
GDP (current US$, billions) (2021)	283.476 [47/192 countries]
GDP per capita (current US$) (2021)	14,667 [61/192 countries]
GDP per capita (PPP, current international$) (2021)	33,715 [51/192 countries]
GNI per capita, Atlas method (current US$) (2021)	14,170 [49/173 countries]
Shadow economy, as % of GDP (2015)	22.9% [104/158 countries]

	Romania
Price level index - Gross Domestic Product [= the whole national economy] (OECD=100) (2017)	46 [42/49 countries]
Price level index - Food (OECD=100) (2017)	58 [48/49 countries]
Price level index - Bread and cereals (OECD=100) (2017)	49 [48/49 countries]
Price level index - Meat (OECD=100) (2017)	61 [47/49 countries]
Price level index - Fish (OECD=100) (2017)	70 [46/49 countries]
Price level index - Milk, cheese and eggs (OECD=100) (2017)	83 [39/49 countries]
Price level index - Fruits, vegetables, potatoes (OECD=100) (2017)	47 [49/49 countries]
Price level index - Non-alcoholic beverages (OECD=100) (2017)	68 [48/49 countries]
Price level index - Alcoholic beverages (OECD=100) (2017)	64 [45/49 countries]
Price level index - Tobacco (OECD=100) (2017)	74 [27/49 countries]
Price level index - Clothing and footwear (OECD=100) (2017)	80 [43/49 countries]
Price level index - Housing, water, electricity, gas and other fuels (OECD=100) (2017)	39 [40/49 countries]
Price level index - Hospital services (OECD=100) (2017)	11 [48/49 countries]
Price level index - Transport (OECD=100) (2017)	73 [45/49 countries]
Price level index - Communication (OECD=100) (2017)	39 [47/49 countries]
Price level index - Recreation and culture (OECD=100) (2017)	56 [44/49 countries]
Price level index - Education (OECD=100) (2017)	23 [39/49 countries]
Price level index - Restaurants and hotels (OECD=100) (2017)	52 [43/49 countries]
Price level index - Construction (OECD=100) (2017)	34 [46/49 countries]
Price level index - Services in total (OECD=100) (2017)	32 [43/49 countries]

	Romania
Income inequality (gini coefficient) (2018)	0.350 [29/37 countries]

	Romania
Manufacturing, value added (% of GDP)	15.6% (2021) [48/193 countries]
% of employment of small and medium sized companies (1-249 employees) in manufacturing	48.8% (2019) [25/37 countries]
% of employment of large companies (250 and more employees) in manufacturing	51.2% (2019) [13/37 countries]

	Romania
Tourism, % of GDP	3.0% (2019) [13/18 countries]
% of employment of small and medium sized companies (1-249 employees) in Wholesale and retail trade; repair of motor vehicles and motorcycles	76.9% (2019) [9/35 countries]

	Romania
Pre-school enrolment rates, children aged 0 to 2 year old	16.8% (2017) [36/44 countries]

	Romania
New business density (new registrations per 1,000 people ages 15-64) (2020)	6.23 [22/121 countries]

	Romania
Employment in agriculture (% of total employment) (2019)	21.2% [80/187 countries]
Employment in agriculture (% of total employment) (2019)	21.2% [80/187 countries]
Employment in industry (% of total employment) (2019)	30.1% [19/187 countries]

	Romania
Minimum relative to average (mean) wages of full-time workers (2020)	41.6% [17/31 countries]

	Romania
% of Grade 4 students who agree a lot that they like being in school (2011)	78.2% [10/49 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2011)	74.4% [6/49 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2011)	75.2% [11/49 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2011)	49.0% [41/49 countries]
% of Grade 4 students who say that other students left them out of games or activities (2011)	46.1% [22/49 countries]
% of Grade 4 students who say that other students spread lies about them (2011)	51.7% [16/49 countries]
% of Grade 4 students who say that other students stole something from them (2011)	28.7% [29/49 countries]
% of Grade 4 students who say that other students hit or hurt them (2011)	48.8% [23/48 countries]

	Romania
% of Grade 8 students who have their own room (2019)	86.2% [10/38 countries]
% of Grade 8 students who have their own room (2011)	82.6% [12/41 countries]
% of Grade 8 students who have internet connection at home (2019)	93.5% [24/39 countries]
% of Grade 8 students who have internet connection at home (2011)	70.1% [24/42 countries]
% of Grade 8 students who have their own mobile phone (2019)	95.6% [15/39 countries]

	Romania
% of Grade 8 students who use Internet to access the textbook or other course materials (2019)	49.8% [32/38 countries]
% of Grade 8 students who use Internet to access assignments posted online by their teacher (2019)	35.4% [33/38 countries]
% of Grade 8 students who use Internet to collaborate with classmates on assignments or projects (2019)	85.4% [5/38 countries]
% of Grade 8 students who use Internet to communicate with the teacher (2019)	44.0% [20/38 countries]
% of Grade 8 students who use Internet to find information, articles, or tutorials to aid in understanding mathematics or science (2019)	75.5% [10/38 countries]
% of Grade 8 students who use Internet to access learning games or activities related to mathematics or science (2019)	46.6% [22/38 countries]

	Romania
% of Grade 8 students who are absent from school once a week (2019)	9.9% [13/39 countries]
% of Grade 8 students who feel tired when they arrive at school everyday/ almost everyday (2019)	48.9% [17/39 countries]
% of Grade 8 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	53.4% [1/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2019)	46.6% [8/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2011)	91.4% [13/42 countries]
% of Grade 8 students who agree a lot that they like being in school (2007)	49.3% [21/52 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2019)	59.4% [8/39 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2011)	84.7% [25/42 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2019)	56.0% [5/39 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2011)	84.5% [23/42 countries]
% of Grade 8 students who agree a lot that teachers at their school are fair to them (2019)	61.8% [3/39 countries]
% of Grade 8 students who agree a lot that they are proud to go to their school (2019)	64.5% [4/39 countries]
% of Grade 8 students who say that other students said mean things about their physical appearance (2019)	49.0% [10/38 countries]
% of Grade 8 students who say that other students spread lies about them (2019)	61.8% [1/38 countries]
% of Grade 8 students who say that other students spread lies about them (2011)	59.7% [3/41 countries]
% of Grade 8 students who say that other students shared their secrets with others (2019)	41.2% [17/38 countries]
% of Grade 8 students who say that other students refused to talk to them (2019)	34.3% [14/38 countries]
% of Grade 8 students who say that other students insulted a member of their family (2019)	36.4% [3/38 countries]
% of Grade 8 students who say that other students stole something from them (2019)	27.5% [19/38 countries]
% of Grade 8 students who say that other students stole something from them (2011)	29.7% [25/41 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2019)	27.3% [12/37 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2011)	24.7% [8/41 countries]
% of Grade 8 students who say that other students sent them nasty or hurtful messages online (2019)	25.5% [5/38 countries]
% of Grade 8 students who say that other students shared nasty or hurtful things about them online (2019)	18.5% [8/38 countries]
% of Grade 8 students who say that other students shared embarrassing photos of them online (2019)	17.0% [16/38 countries]
% of Grade 8 students who say that other students threatened them (2019)	22.3% [6/38 countries]
% of Grade 8 students who say that other students physically hurt them (2019)	23.7% [8/38 countries]
% of Grade 8 students who say that other students physically hurt them (2011)	39.3% [6/41 countries]
% of Grade 8 students who say that other students excluded them from their group (2019)	31.1% [11/38 countries]
% of Grade 8 students who say that other students damaged something of theirs on purpose (2019)	33.0% [6/38 countries]

	Romania
Average score of mathematics achievement of 8th grade (2019)	479 [25/39 countries]
% of Grade 8 students who work problems on their own in every or almost every lesson (2019)	27.7% [37/39 countries]
% of Grade 8 students who agree a lot that they enjoy learning mathematics (2019)	30.8% [17/39 countries]
% of Grade 8 students who agree a lot that they wish they did not have to study mathematics (2019)	24.8% [4/39 countries]
% of Grade 8 students who agree a lot that mathematics is boring (2019)	19.7% [15/39 countries]
% of Grade 8 students who agree a lot that they learn many interesting things in mathematics (2019)	40.6% [13/39 countries]
% of Grade 8 students who agree a lot that they like mathematics very much (2019)	29.6% [19/39 countries]
% of Grade 8 students who agree a lot that they like any schoolwork that involves numbers (2019)	22.5% [15/39 countries]
% of Grade 8 students who agree a lot that they like to solve mathematics problems (2019)	21.3% [19/39 countries]
% of Grade 8 students who agree a lot that they look forward to mathematics lessons (2019)	12.2% [26/39 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)	58.9% [5/39 countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	52.5% [8/39 countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	63.8% [6/39 countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining mathematics (2019)	69.1% [8/39 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)	61.5% [10/39 countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in mathematics lessons (2019)	58.8% [9/39 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)	71.3% [10/39 countries]
% of Grade 8 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	26.8% [7/38 countries]
% of Grade 8 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	12.7% [36/38 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)	9.6% [31/38 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)	12.3% [32/38 countries]
% of Grade 8 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	15.1% [22/38 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)	20.2% [24/38 countries]
% of Grade 8 students who agree a lot that they usually do well in mathematics (2019)	32.5% [16/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	26.6% [1/39 countries]
% of Grade 8 students who agree a lot that mathematics is not one of their strengths (2019)	36.7% [1/39 countries]
% of Grade 8 students who agree a lot that they learn things quickly in mathematics (2019)	23.7% [18/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them nervous (2019)	29.6% [1/39 countries]
% of Grade 8 students who agree a lot that they are good at working out difficult mathematics problems (2019)	12.2% [24/39 countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at mathematics (2019)	17.5% [22/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than any other subject (2019)	28.2% [5/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them confused (2019)	27.8% [2/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will help them in their daily life (2019)	48.4% [18/39 countries]
% of Grade 8 students who agree a lot that they need mathematics to learn other school subjects (2019)	44.2% [9/39 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)	41.2% [28/39 countries]
% of Grade 8 students who agree a lot that they need to do well in mathematics to get the job they want (2019)	38.2% [28/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using mathematics (2019)	17.7% [21/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about mathematics to get ahead in the world (2019)	45.9% [16/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will give them more job opportunities when they are adults (2019)	50.3% [22/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in mathematics (2019)	62.6% [20/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in mathematics (2019)	55.1% [23/39 countries]

	Romania
Average score of science achievement of 8th grade (2019)	470 [27/39 countries]
% of Grade 8 students who agree a lot that learning science will help them in their daily life (2019)	52.6% [16/39 countries]
% of Grade 8 students who agree a lot that they need science to learn other school subjects (2019)	39.1% [16/39 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)	33.9% [25/39 countries]
% of Grade 8 students who agree a lot that they need to do well in science to get the job they want (2019)	31.9% [25/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using science (2019)	27.5% [20/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about science to get ahead in the world (2019)	37.7% [19/39 countries]
% of Grade 8 students who agree a lot that learning science will give them more job opportunities when they are adults (2019)	38.8% [22/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in science (2019)	39.0% [23/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in science (2019)	41.8% [23/39 countries]
% of Grade 8 students whose teacher gives them homework in mathematics every day (2019)	79.2% [4/39 countries]

	Romania
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	60.0% [7/38 countries]
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	6.1% [36/38 countries]

	Romania
% of Grade 8 students who expect them to finish undergraduate or postgraduate degree (2019)	52.5% [31/39 countries]
% of Grade 8 students who expect them to finish postgraduate degree (2019)	29.4% [21/39 countries]

	Romania
Lower secondary education teachers: Total working hours (2018)	33.55 [40/48 countries]
Lower secondary education teachers: Total working hours (2013)	35.67 [25/34 countries]
Lower secondary education teachers: Hours spent on teaching (2018)	16.96 [43/47 countries]
Lower secondary education teachers: Hours spent on teaching (2013)	16.19 [33/34 countries]
Lower secondary education teachers: Hours spent on individual planning or preparation of lessons either at school or out of school (2018)	6.33 [32/48 countries]
Lower secondary education teachers: Hours spent on individual planning or preparation of lessons either at school or out of school (2013)	7.96 [7/34 countries]
Lower secondary education teachers: Hours spent on team work and dialogue with colleagues within the school (2018)	2.40 [34/48 countries]
Lower secondary education teachers: Hours spent on team work and dialogue with colleagues within the school (2013)	2.66 [22/34 countries]
Lower secondary education teachers: Hours spent marking/correcting of student work (2018)	3.38 [43/48 countries]
Lower secondary education teachers: Hours spent marking/correcting of student work (2013)	3.95 [27/34 countries]
Lower secondary education teachers: Hours spent on counselling students (2018)	2.25 [28/48 countries]
Lower secondary education teachers: Hours spent on counselling students (2013)	2.57 [10/34 countries]
Lower secondary education teachers: Hours spent in participation in school management (2018)	0.68 [45/48 countries]
Lower secondary education teachers: Hours spent in participation in school management (2013)	0.85 [28/34 countries]
Lower secondary education teachers: Hours spent on general administrative work (including communication, paperwork, and other clerical duties) (2018)	1.16 [47/48 countries]
Lower secondary education teachers: Hours spent on general administrative work (including communication, paperwork, and other clerical duties) (2013)	1.50 [32/34 countries]
Lower secondary education teachers: Hours spent on professional development activities (2018)	1.74 [27/48 countries]
Lower secondary education teachers: Hours spent on communication and co-operation with parents or guardians (2018)	1.43 [24/48 countries]
Lower secondary education teachers: Hours spent on communication and co-operation with parents or guardians (2013)	1.80 [7/34 countries]
Lower secondary education teachers: Hours spent engaging in extracurricular activities (2018)	1.81 [25/48 countries]
Lower secondary education teachers: Hours spent engaging in extracurricular activities (2013)	2.28 [12/34 countries]
Lower secondary education teachers: Hours spent engaging in other work tasks (2018)	1.86 [25/48 countries]
% of lower secondary education teachears who think that the teaching profession is valued in society (2013)	34.73% [12/32 countries]
% of lower secondary education teachers who present a summary of recently learned content (2018)	78.19% [22/48 countries]
% of lower secondary education teachers who set goals at the beginning of instruction (2018)	97.03% [3/48 countries]
% of lower secondary education teachers who explain what they expect students to learn (2018)	97.81% [2/48 countries]
% of lower secondary education teachers who explain how new and old topics are related (2018)	96.66% [1/48 countries]
% of lower secondary education teachers who present tasks for which there is no obvious solution (2018)	22.35% [40/48 countries]
% of lower secondary education teachers who give tasks that require students to think critically (2018)	67.91% [17/48 countries]
% of lower secondary education teachers who have students work in small groups to come up with a joint solution to a problem or task (2018)	52.78% [19/48 countries]
% of lower secondary education teachers who ask students to decide on their own procedures for solving complex tasks (2018)	43.68% [29/48 countries]
% of lower secondary education teachers who tell students to follow classroom rules (2018)	88.87% [5/48 countries]
% of lower secondary education teachers who tell students to listen to what they say (2018)	84.48% [9/48 countries]
% of lower secondary education teachers who calm students who are disruptive (2018)	73.37% [18/48 countries]
% of lower secondary education teachers who tell students to quieten down quickly when the lesson begins (2018)	61.05% [33/48 countries]
% of lower secondary education teachers who refer to a problem from everyday life or work to demonstrate why new knowledge is useful (2018)	83.07% [16/48 countries]
% of lower secondary education teachers who let students practise similar tasks until they know that every student has understood the subject matter (2018)	86.56% [3/48 countries]
% of lower secondary education teachers who give students projects that require at least one week to complete (2018)	33.68% [16/48 countries]
% of lower secondary education teachers who let students use ICT for projects or class work (2018)	56.21% [17/47 countries]
% of lower secondary education teachers who would like to change to another school if possible (2018)	13.43% [40/48 countries]
% of lower secondary education teachers who enjoy working at the present school (2018)	91.72% [15/48 countries]
% of lower secondary education teachers who would recommend the present school as a good place to work (2018)	88.34% [9/48 countries]
% of lower secondary education teachers satisfied with their performance in the present school (2018)	97.04% [6/48 countries]
% of lower secondary education teachers satisfied with the present job all in all (2018)	93.71% [12/48 countries]

	Romania
Performance on the reading (15 years old, average score) (2018)	427.70 [47/76 countries]
Performance on the reading (15 years old, average score) (2015)	434 [46/72 countries]
Performance on the mathematics (15 years old, average score) (2018)	429.92 [52/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	444 [45/72 countries]
Performance on the science (15 years old, average score) (2018)	425.76 [55/77 countries]
Performance on the science (15 years old, average score) (2015)	435 [48/72 countries]
% of 15 year old students who have ever repeated a grade (2009)	4.2% [47/65 countries]

	Romania
% of 15-year-old students who have a computer they can use for school work in their home (2018)	85.9% [47/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	73.7% [8/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	79.4% [3/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	52.9% [55/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	58.4% [9/79 countries]

	Romania
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	18.6% [64/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	11.4% [66/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	15.5% [66/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	10.7% [68/72 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)	16.5% [62/77 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)	11.5% [67/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	11.3% [68/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	11.5% [69/72 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)	15.8% [60/77 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)	13.4% [64/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	73.1% [47/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	71.3% [58/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	78.4% [46/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	77.2% [26/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	74.6% [34/76 countries]
% of 15 year old students who say that the teacher asks questions to check whether they have understood what was taught in their language lessons (2018)	78.9% [31/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	47.2% [48/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	81.4% [20/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	79.3% [15/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	70.8% [30/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	78.5% [7/76 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)	58.4% [20/77 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)	49.4% [55/77 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)	41.3% [38/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	25.7% [58/76 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)	37.6% [57/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	52.2% [27/76 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)	84.6% [9/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	66.6% [23/76 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)	81.0% [26/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	79.2% [25/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	19.5% [56/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	42.6% [12/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	20.5% [57/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	17.9% [49/77 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)	68.1% [8/77 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)	66.0% [19/73 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)	47.2% [33/77 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)	42.8% [35/73 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)	57.7% [25/77 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)	47.0% [45/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	64.3% [19/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	63.2% [34/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	46.1% [22/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	78.3% [16/77 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)	79.3% [24/77 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)	34.9% [69/77 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)	82.3% [12/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	82.2% [36/77 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)	39.7% [49/77 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)	55.3% [34/77 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)	65.4% [13/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	60.2% [37/77 countries]

	Romania
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	59.8% [30/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	61.6% [54/77 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)	56.9% [45/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	64.2% [55/77 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)	47.6% [49/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	43.3% [65/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	38.9% [51/77 countries]

	Romania
% of 15 year old students who read only if they have to (2018)	52.2% [22/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	42.2% [35/77 countries]
% of 15 year old students who like talking about books with other people (2018)	43.0% [35/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	26.9% [26/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	59.8% [6/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	8.1% [20/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	5.6% [42/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2009)	4.0% [60/64 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	14.9% [39/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2009)	8.7% [55/64 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	12.2% [22/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	5.6% [69/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2009)	28.5% [48/64 countries]
% of 15-year olds who read books more often in paper format (2018)	26.6% [56/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	19.7% [37/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	19.5% [32/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	26.0% [21/77 countries]
% of 15-year olds who agree that they are good readers (2018)	70.3% [36/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	71.8% [16/77 countries]
% of 15-year olds who agree that they read fluently (2018)	76.5% [36/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	13.2% [66/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	44.6% [38/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	16.6% [72/77 countries]

	Romania
% of 15-year olds who read emails several times a day (2018)	13.2% [24/77 countries]
% of 15-year olds who chat on line several times a day (2018)	71.5% [33/77 countries]
% of 15-year olds who read online news several times a day (2018)	20.2% [62/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	36.9% [12/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	28.8% [4/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	25.8% [18/77 countries]

	Romania
% of those who agree that there were many words they could not understand in the PISA test (2018)	26.2% [26/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	21.9% [30/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	32.0% [10/77 countries]

	Romania
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)	3.53 [23/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	3.51 [6/77 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)	3.41 [47/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	3.87 [52/77 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)	3.00 [37/77 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)	3.26 [43/77 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)	2.76 [28/77 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)	3.89 [11/77 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)	4.39 [14/77 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)	4.07 [38/77 countries]