Global Japanese Data Rankings

Politics and government

Population and Family

Economy and industry

Work

Education and media

Science and technology

Environment and energy

International relations

Security

Crime and accidents> [9]

	Serbia
Intentional homicide (cases per 100,000 population) (2020)	1.02 [67/97 countries]
Serious assault (cases per 100,000 population) (2020)	11.9 [61/80 countries]
Kidnapping (cases per 100,000 population) (2020)	0.05 [51/69 countries]
Sexual violence (cases per 100,000 population) (2020)	5.6 [62/75 countries]
Theft (cases per 100,000 population) (2020)	176.5 [59/80 countries]
Burglary (cases per 100,000 population) (2020)	108.7 [43/71 countries]
Fraud (cases per 100,000 population) (2020)	14.2 [58/69 countries]
Road traffic mortality rate (per 100,000 population) (2019)	7.5 [144/183 countries]
Mortality rate due to homicide (per 100,000 population) (2019)	1.2 [148/183 countries]

	Serbia
Statutory number of members (As of February 16, 2023)	250 [49/190 countries]
Inhabitants per parliamentarian (2021)	35,404 [114/192 countries]
% of women in parliament (As of February 16, 2023)	34.80% [47/185 countries]
% of MPs 40 years of age or younger (As of February 16, 2023)	40.40% [7/143 countries]

	Serbia
General government expenditures as % of GDP (2022)	43.7% [34/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-1.06% [62/180 countries]
General government gross debt as % of GDP (2022)	54% [100/185 countries]

	Serbia
Population (ten thousands) (2021)	684.4 [107/216 countries]
Popuation growth (annual) (2021)	-0.9% [202/217 countries]
Popuation change in the last 20 years (2001-2021)	-8.8% [207/217 countries]
0-14 years, % of the total population (2021)	15.2% [170/193 countries]
15-64 years, % of the total population (2021)	65.4% [75/193 countries]
65 years and over, % of the total population (2021)	19.4% [26/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	74.2 [99/199 countries]
Life expectancy at birth - Female (years) (2020)	77.2 [100/199 countries]
Life expectancy at birth - Male (years) (2020)	71.4 [96/199 countries]
Population density (per square kilometer) (2021)	78.3 [125/216 countries]

	Serbia
Fertility rate, total (births per woman) (2020)	1.48 [169/200 countries]
Crude birth rate (per 1,000 people) (2020)	8.9 [185/204 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	12 [138/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	4.9 [149/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	6 [143/194 countries]

	Serbia
Prevalence of stunting in children under 5 (%) (2020)	5.3% [131/154 countries]
Prevalence of overweight in children under 5 (%) (2020)	10.8% [23/154 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)	17% [128/151 countries]

	Serbia
Voter turnout in the national election	58.5% (2022) [128/199 countries]

	Serbia
Evaluation of control of corruption (0-100) (2021)	36.1 [134/209 countries]

	Serbia
General government revenues as % of GDP (2022)	41% [34/189 countries]

	Serbia
International migrant stock (% of immigrants in the population) (2020)	9.4% [98/231 countries]
Refugee population by country or territory of asylum (2019)	26,427 [56/164 countries]

	Serbia
GDP (current US$, billions) (2021)	63.068 [84/192 countries]
GDP per capita (current US$) (2021)	9,178 [80/192 countries]
GDP per capita (PPP, current international$) (2021)	21,637 [72/192 countries]
GNI per capita, Atlas method (current US$) (2021)	8,440 [66/173 countries]

	Serbia
Price level index - Gross Domestic Product [= the whole national economy] (OECD=100) (2017)	44 [46/49 countries]
Price level index - Food (OECD=100) (2017)	68 [43/49 countries]
Price level index - Bread and cereals (OECD=100) (2017)	62 [43/49 countries]
Price level index - Meat (OECD=100) (2017)	65 [42/49 countries]
Price level index - Fish (OECD=100) (2017)	83 [37/49 countries]
Price level index - Milk, cheese and eggs (OECD=100) (2017)	78 [44/49 countries]
Price level index - Fruits, vegetables, potatoes (OECD=100) (2017)	66 [39/49 countries]
Price level index - Non-alcoholic beverages (OECD=100) (2017)	72 [47/49 countries]
Price level index - Alcoholic beverages (OECD=100) (2017)	71 [41/49 countries]
Price level index - Tobacco (OECD=100) (2017)	41 [45/49 countries]
Price level index - Clothing and footwear (OECD=100) (2017)	91 [37/49 countries]
Price level index - Housing, water, electricity, gas and other fuels (OECD=100) (2017)	31 [46/49 countries]
Price level index - Hospital services (OECD=100) (2017)	12 [46/49 countries]
Price level index - Transport (OECD=100) (2017)	82 [35/49 countries]
Price level index - Communication (OECD=100) (2017)	50 [43/49 countries]
Price level index - Recreation and culture (OECD=100) (2017)	56 [44/49 countries]
Price level index - Education (OECD=100) (2017)	16 [45/49 countries]
Price level index - Restaurants and hotels (OECD=100) (2017)	50 [44/49 countries]
Price level index - Construction (OECD=100) (2017)	38 [43/49 countries]

	Serbia
New business density (new registrations per 1,000 people ages 15-64) (2020)	1.99 [67/121 countries]

	Serbia
Employment in agriculture (% of total employment) (2019)	15.6% [99/187 countries]
Employment in agriculture (% of total employment) (2019)	15.6% [99/187 countries]
Employment in industry (% of total employment) (2019)	27.4% [25/187 countries]

	Serbia
% of the parents who often read books to their child before they began primary school (2019)	51.2% [24/53 countries]
% of the parents who often told stories to their child before they began primary school (2019)	69.7% [4/53 countries]
% of the parents who often sang songs to their child before they began primary school (2019)	72.8% [2/53 countries]
% of the parents who often played with alphabet toys with their child before they began primary school (2019)	55.6% [15/53 countries]
% of the parents who often talked about things to their child before they began primary school (2019)	72.4% [16/53 countries]
% of the parents who often talked about what they had read to their child before they began primary school (2019)	52.5% [4/53 countries]
% of the parents who often played word games with their child before they began primary school (2019)	54.1% [4/53 countries]
% of the parents who often wrote letters or words to their child before they began primary school (2019)	56.2% [16/53 countries]
% of the parents who often read aloud signs and labels to their child before they began primary school (2019)	54.1% [13/53 countries]
% of the parents who often sang counting songs to their child before they began primary school (2019)	40.2% [26/53 countries]
% of the parents who often played with number toys with their child before they began primary school (2019)	54.4% [7/53 countries]
% of the parents who often counted different things to their child before they began primary school (2019)	68.8% [15/53 countries]
% of the parents who often played games involving shapes with their child before they began primary school (2019)	66.2% [15/53 countries]
% of the parents who often played with building blocks or construction toys with their child before they began primary school (2019)	68.8% [21/53 countries]
% of the parents who often played board or card games with their child before they began primary school (2019)	53.1% [12/53 countries]
% of the parents who often wrote numbers to their child before they began primary school (2019)	60.8% [15/53 countries]
% of the parents who often drew shapes to their child before they began primary school (2019)	65.6% [4/53 countries]
% of the parents who often measured or weighed things with their child before they began primary school (2019)	18.8% [17/53 countries]

	Serbia
% of the children who could recognize most of the letters of the alphabet very well when they began primary school (2019)	59.4% [18/53 countries]
% of the children who could read some words very well when they began primary school (2019)	32.2% [30/53 countries]
% of the children who could read sentences very well when they began primary school (2019)	15.8% [39/53 countries]
% of the children who could read a story very well when they began primary school (2019)	9.7% [39/53 countries]
% of the children who could write letters of the alphabet very well when they began primary school (2019)	43.4% [28/53 countries]
% of the children who could write his/her name very well when they began primary school (2019)	72.2% [24/53 countries]
% of the children who could write words other than his/her name very well when they began primary school (2019)	35.6% [22/53 countries]

	Serbia
% of the children who could count by himself/ herself up to 100 or higher when they began primary school (2019)	40.6% [15/53 countries]
% of the children who could recognize written numbers up to 100 or higher when they began primary school (2019)	27.1% [29/53 countries]
% of the children who could write numbers up to 100 or higher when they began primary school (2019)	25.1% [29/53 countries]
% of the children who could do simple addition up to 100 or higher when they began primary school (2019)	72.2% [38/53 countries]

	Serbia
% of Grade 4 students who have their own room (2019)	79.5% [11/57 countries]
% of Grade 4 students who have internet connection at home (2019)	92.3% [24/57 countries]
% of Grade 4 students who have their own mobile phone (2019)	91.5% [11/57 countries]

	Serbia
% of Grade 4 students who are absent from school once a week (2019)	9.3% [26/57 countries]
% of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday (2019)	30.8% [38/57 countries]
% of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	30.1% [21/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2019)	42.8% [32/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2011)	48.5% [27/49 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2019)	63.2% [27/57 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2011)	53.6% [37/49 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2019)	64.7% [28/57 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2011)	63.8% [31/49 countries]
% of Grade 4 students who agree a lot that teachers at their school are fair to them (2019)	73.2% [20/57 countries]
% of Grade 4 students who agree a lot that they are proud to go to their school (2019)	73.5% [22/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2019)	24.3% [53/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2011)	42.2% [45/49 countries]
% of Grade 4 students who say that other students left them out of games or activities (2019)	21.8% [53/57 countries]
% of Grade 4 students who say that other students left them out of games or activities (2011)	32.6% [46/49 countries]
% of Grade 4 students who say that other students spread lies about them (2019)	24.7% [51/57 countries]
% of Grade 4 students who say that other students spread lies about them (2011)	43.4% [33/49 countries]
% of Grade 4 students who say that other students stole something from them (2019)	10.0% [55/57 countries]
% of Grade 4 students who say that other students stole something from them (2011)	24.5% [37/49 countries]
% of Grade 4 students who say that other students damaged something of theirs on purpose (2019)	12.1% [53/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2019)	30.3% [47/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2011)	40.1% [37/48 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2019)	9.3% [54/57 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2011)	15.3% [40/49 countries]
% of Grade 4 students who say that other students sent them nasty or hurtful messages online (2019)	8.1% [48/57 countries]
% of Grade 4 students who say that other students shared nasty or hurtful things about them online (2019)	5.4% [49/57 countries]
% of Grade 4 students who say that other students shared embarrassing photos of them online (2019)	2.7% [53/57 countries]
% of Grade 4 students who say that other students threatened them (2019)	10.4% [51/57 countries]

	Serbia
Average score of mathematics achievement of 4th grade (2019)	508 [35/57 countries]
Average score of mathematics achievement of 4th grade (2015)	518 [23/41 countries]
Average score of mathematics achievement of 4th grade (2011)	516 [17/40 countries]
% of Grade 4 students who work problems on their own in every or almost every lesson (2019)	48.9% [43/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning mathematics (2019)	34.1% [53/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study mathematics (2019)	16.8% [22/57 countries]
% of Grade 4 students who agree a lot that mathematics is boring (2019)	11.4% [37/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in mathematics (2019)	52.2% [44/57 countries]
% of Grade 4 students who agree a lot that they like mathematics very much (2019)	45.1% [42/57 countries]
% of Grade 4 students who agree a lot that they like any schoolwork that involves numbers (2019)	37.8% [35/57 countries]
% of Grade 4 students who agree a lot that they like to solve mathematics problems (2019)	34.4% [45/57 countries]
% of Grade 4 students who agree a lot that they look forward to mathematics lessons (2019)	34.3% [37/57 countries]
% of Grade 4 students who agree a lot that mathematics is one of their favorite subjects (2019)	40.7% [40/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	62.2% [27/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	63.5% [29/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	73.7% [23/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining mathematics (2019)	81.2% [25/57 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)	71.6% [44/57 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)	78.5% [26/57 countries]
% of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	20.4% [27/56 countries]
% of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	29.5% [18/56 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)	15.4% [33/56 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)	22.5% [42/56 countries]
% of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	23.6% [25/56 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)	25.2% [36/56 countries]
% of Grade 4 students who agree a lot that they usually do well in mathematics (2019)	44.6% [42/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	10.6% [50/57 countries]
% of Grade 4 students who agree a lot that they are just not good at mathematics (2019)	7.6% [56/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in mathematics (2019)	43.5% [33/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them nervous (2019)	12.2% [29/57 countries]
% of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems (2019)	26.8% [39/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics (2019)	36.4% [39/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than any other subject (2019)	14.8% [33/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them confused (2019)	12.0% [36/57 countries]

	Serbia
Average score of science achievement of 4th grade (2019)	517 [28/57 countries]
Average score of science achievement of 4th grade (2015)	525 [20/41 countries]
Average score of science achievement of 4th grade (2011)	516 [20/40 countries]
% of Grade 4 students who conduct science experiments at least once a week (2019)	31.1% [26/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning science (2019)	43.0% [48/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study science (2019)	15.4% [18/57 countries]
% of Grade 4 students who agree a lot that science is boring (2019)	10.7% [23/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in science (2019)	60.1% [46/57 countries]
% of Grade 4 students who agree a lot that they like science very much (2019)	49.6% [48/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	61.7% [39/57 countries]
% of Grade 4 students who agree a lot that they look forward to learning science (2019)	40.8% [43/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	61.7% [39/57 countries]
% of Grade 4 students who agree a lot that science is one of their favorite subjects (2019)	36.3% [46/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	63.3% [21/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons (2019)	67.0% [28/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	75.2% [24/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining science (2019)	78.6% [27/57 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)	71.8% [34/57 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)	75.7% [25/57 countries]
% of Grade 4 students who agree a lot that they usually do well in science (2019)	51.5% [31/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than for many of their classmates (2019)	9.3% [40/57 countries]
% of Grade 4 students who agree a lot that they are just not good at science (2019)	7.2% [48/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in science (2019)	43.9% [33/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at science (2019)	39.8% [26/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than any other subject (2019)	11.0% [30/57 countries]
% of Grade 4 students who agree a lot that science makes them confused (2019)	9.8% [34/57 countries]

	Serbia
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	8.8% [43/52 countries]
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	1.6% [46/52 countries]

	Serbia
% 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)	70.2% [16/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment (2019)	66.2% [35/52 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)	71.5% [26/52 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)	76.0% [13/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards (2019)	53.0% [19/52 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)	77.4% [15/52 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)	74.0% [14/52 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)	72.9% [10/52 countries]

	Serbia
% of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree (2019)	67.2% [36/52 countries]

	Serbia
Lower secondary education teachers: Total working hours (2013)	34.23 [28/34 countries]
Lower secondary education teachers: Hours spent on teaching (2013)	18.43 [23/34 countries]
Lower secondary education teachers: Hours spent on individual planning or preparation of lessons either at school or out of school (2013)	7.86 [9/34 countries]
Lower secondary education teachers: Hours spent on team work and dialogue with colleagues within the school (2013)	2.31 [25/34 countries]
Lower secondary education teachers: Hours spent marking/correcting of student work (2013)	3.42 [32/34 countries]
Lower secondary education teachers: Hours spent on counselling students (2013)	2.32 [14/34 countries]
Lower secondary education teachers: Hours spent in participation in school management (2013)	0.83 [30/34 countries]
Lower secondary education teachers: Hours spent on general administrative work (including communication, paperwork, and other clerical duties) (2013)	2.39 [22/34 countries]
Lower secondary education teachers: Hours spent on communication and co-operation with parents or guardians (2013)	1.57 [17/34 countries]
Lower secondary education teachers: Hours spent engaging in extracurricular activities (2013)	2.18 [15/34 countries]
% of lower secondary education teachears who think that the teaching profession is valued in society (2013)	20.45% [18/32 countries]

	Serbia
Performance on the reading (15 years old, average score) (2018)	439.47 [45/76 countries]
Performance on the mathematics (15 years old, average score) (2018)	448.28 [46/77 countries]
Performance on the science (15 years old, average score) (2018)	439.87 [46/77 countries]
% of 15 year old students who have ever repeated a grade (2009)	2.0% [56/65 countries]

	Serbia
% of 15-year-old students who have a computer they can use for school work in their home (2018)	92.2% [20/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	71.4% [12/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	68.9% [7/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	66.7% [22/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	50.4% [30/79 countries]

	Serbia
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	37.9% [8/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	37.0% [6/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	25.8% [48/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	25.9% [43/72 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)	26.2% [29/77 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)	26.1% [37/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	20.6% [15/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	20.7% [19/72 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)	26.6% [19/77 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)	24.6% [30/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	73.8% [43/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	75.2% [40/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	63.4% [66/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	67.0% [62/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	73.4% [43/76 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)	76.9% [41/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	56.9% [29/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	77.2% [37/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	67.4% [57/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	53.4% [73/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	66.3% [55/76 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)	51.1% [52/77 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)	49.1% [56/77 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)	39.5% [47/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	44.3% [15/76 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)	45.3% [34/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	45.3% [40/76 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)	73.6% [42/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	51.1% [59/76 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)	72.4% [64/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	67.1% [63/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	13.4% [71/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	28.5% [49/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	16.4% [69/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	15.3% [61/77 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)	58.7% [31/77 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)	67.4% [15/73 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)	47.1% [35/77 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)	44.8% [28/73 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)	54.7% [35/77 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)	51.5% [27/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	59.1% [39/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	69.2% [16/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	44.9% [25/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	49.4% [73/77 countries]
% of 15 year old students who are told to list and write a short description of the main characters in their language lessons (2018)	72.7% [37/77 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)	53.7% [37/77 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)	75.5% [31/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	70.2% [69/77 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)	44.3% [39/77 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)	55.7% [33/77 countries]
% of 15 year old students who are told to select a passage they liked or disliked and explain why in their language lessons (2018)	63.6% [19/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	51.5% [61/77 countries]

	Serbia
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	50.3% [57/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	55.4% [69/77 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)	52.1% [64/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	65.5% [49/77 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)	48.1% [47/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	46.2% [53/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	50.7% [23/77 countries]

	Serbia
% of 15 year old students who read only if they have to (2018)	47.6% [33/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	31.6% [58/77 countries]
% of 15 year old students who like talking about books with other people (2018)	38.8% [47/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	27.2% [24/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	52.8% [27/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	6.0% [36/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	5.1% [45/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2009)	7.6% [40/64 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	6.8% [72/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2009)	6.9% [60/64 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	10.0% [34/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	12.8% [26/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2009)	57.1% [9/64 countries]
% of 15-year olds who read books more often in paper format (2018)	30.5% [45/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	16.0% [46/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	14.6% [51/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	21.7% [36/77 countries]
% of 15-year olds who agree that they are good readers (2018)	70.2% [37/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	64.8% [37/77 countries]
% of 15-year olds who agree that they read fluently (2018)	78.1% [25/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	10.8% [75/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	38.1% [62/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	19.4% [59/77 countries]

	Serbia
% of 15-year olds who read emails several times a day (2018)	7.7% [59/77 countries]
% of 15-year olds who chat on line several times a day (2018)	70.1% [36/77 countries]
% of 15-year olds who read online news several times a day (2018)	18.4% [66/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	33.1% [19/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	17.0% [23/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	23.5% [28/77 countries]

	Serbia
% of those who agree that there were many words they could not understand in the PISA test (2018)	17.2% [54/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	15.4% [54/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	18.1% [52/77 countries]

	Serbia
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)	3.02 [67/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	2.80 [56/77 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)	3.34 [51/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	3.69 [64/77 countries]
Extent to which 15-year-olds think of summarising the text in their own words as useful for understanding and memorising the text (2018)	3.87 [49/77 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)	3.09 [29/77 countries]
Extent to which 15-year-olds think of checking that each paragraph is covered in the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	2.81 [75/77 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)	3.12 [67/77 countries]
Extent to which 15-year-olds think of carefully checking whether the most important facts in the text are represented in the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	3.53 [75/77 countries]
Extent to which 15-year-olds think of reading through the text, underlining the most important sentences, and then writing them in their own words as useful for writing a summary of a long and rather difficult two-page text (2018)	3.66 [66/77 countries]

	Serbia
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)	2.79 [41/77 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)	3.50 [61/77 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)	2.48 [31/77 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)	2.67 [62/77 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)	3.41 [60/77 countries]

	Serbia
% of 15-year-olds who agree that trying hard at school will help me get a good job (2018)	69.0% [78/79 countries]
% of 15-year-olds who agree that trying hard at school will help me get into a good college (2018)	79.1% [71/79 countries]
% of 15-year-olds who agree that trying hard at school is important (2018)	69.5% [76/79 countries]
% of 15-year-olds who find satisfaction in working as hard as they can (2018)	77.1% [43/79 countries]
% of 15-year-olds who persist until a task is finished once they start (2018)	61.9% [70/79 countries]
% of 15-year-olds who enjoy doing things when they improve on their past performance (2018)	72.4% [70/79 countries]
% of 15-year-olds who would rather keep struggling to master something if they are not good at than move on to something they may be good at (2018)	62.9% [56/79 countries]
% of 15-year-olds who worry about what others think of when they are failing (2018)	37.9% [71/77 countries]
% of 15-year-olds who are afraid that they might not have enough talent when they are failing (2018)	36.9% [72/77 countries]
% of 15-year-olds who doubt their plans for the future when they are failing (2018)	42.7% [58/77 countries]
% of 15-year-olds who think that they canft change their intelligence very much (2018)	43.6% [37/78 countries]
% of 15-year-olds who enjoy working in situations involving competition with others (2018)	58.4% [44/79 countries]
% of 15-year-olds who agree that it is important for them to perform better than other people on a task (2018)	42.2% [79/79 countries]

	Serbia
% of 15-year-olds who try harder when they are in competition with other people (2018)	50.2% [79/79 countries]
% of 15-year-olds who think that students seem to value competition (2018)	33.7% [61/78 countries]
% of 15-year-olds who think that students are competing with each other (2018)	38.4% [55/78 countries]
% of 15-year-olds who think that students seem to share the feeling that competing with each other is important (2018)	35.5% [56/78 countries]
% of 15-year-olds who think that students feel that they are being compared with others (2018)	40.0% [67/78 countries]
% of 15-year-olds who think that students seem to value cooperation (2018)	39.9% [62/77 countries]
% of 15-year-olds who think that students are cooperating with each other (2018)	42.9% [64/77 countries]
% of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important (2018)	42.8% [64/77 countries]
% of 15-year-olds who think that they are encouraged to cooperate with others (2018)	43.4% [63/77 countries]