Global Japanese Data Rankings

Cereal, Starchy Roots, Sugar & Sweeteners> [10]

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

	United Arab Emirates
Pulses, food supply quantity (kg/capita/year) (2019)	14.16 [16/179 countries]
Beans, food supply quantity (kg/capita/year) (2019)	2.50 [44/171 countries]
Peas, food supply quantity (kg/capita/year) (2019)	2.10 [13/168 countries]
Soyabeans, food supply quantity (kg/capita/year) (2019)	0.23 [63/178 countries]
Nuts and products, food supply quantity (kg/capita/year) (2019)	2.01 [53/179 countries]
Groundnuts, food supply quantity (kg/capita/year) (2019)	0.58 [118/179 countries]
Coconuts - Incl Copra, food supply quantity (kg/capita/year) (2019)	1.90 [42/179 countries]
Sesame seed, food supply quantity (kg/capita/year) (2019)	0.28 [31/137 countries]
Olives (including preserved), food supply quantity (kg/capita/year) (2019)	0.84 [36/179 countries]
Vegetable Oils, food supply quantity (kg/capita/year) (2019)	29.73 [2/179 countries]
Soyabean Oil, food supply quantity (kg/capita/year) (2019)	2.92 [58/178 countries]
Groundnut Oil, food supply quantity (kg/capita/year) (2019)	4.42 [6/177 countries]
Sunflowerseed Oil, food supply quantity (kg/capita/year) (2019)	2.24 [60/177 countries]
Rape and Mustard Oil, food supply quantity (kg/capita/year) (2019)	1.51 [26/140 countries]
Palm Oil, food supply quantity (kg/capita/year) (2019)	16.08 [1/148 countries]
Coconut Oil, food supply quantity (kg/capita/year) (2019)	0.40 [28/158 countries]
Olive Oil, food supply quantity (kg/capita/year) (2019)	1.43 [22/179 countries]
Maize Germ Oil, food supply quantity (kg/capita/year) (2019)	0.00 [110/171 countries]

Vegetables, Fruits, Spices> [15]

Stimulants, Alcoholic Beverages> [4]

Meat, Diary, Fish> [14]

Eating behaviors> [0]

	United Arab Emirates
Statutory number of members (As of February 16, 2023)	40 [169/190 countries]
Inhabitants per parliamentarian (2021)	228,850 [13/192 countries]
% of women in parliament (As of February 16, 2023)	50.00% [4/185 countries]
% of MPs 40 years of age or younger (As of February 16, 2023)	25.00% [55/143 countries]

	United Arab Emirates
General government expenditures as % of GDP (2022)	29.6% [102/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	8.55% [7/180 countries]
General government gross debt as % of GDP (2022)	31% [158/185 countries]

	United Arab Emirates
Population (ten thousands) (2021)	999.1 [92/216 countries]
Popuation growth (annual) (2021)	0.8% [109/217 countries]
Popuation change in the last 20 years (2001-2021)	202.5% [2/217 countries]
0-14 years, % of the total population (2021)	14.9% [174/193 countries]
15-64 years, % of the total population (2021)	83.7% [2/193 countries]
65 years and over, % of the total population (2021)	1.4% [193/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	78.1 [50/199 countries]
Life expectancy at birth - Female (years) (2020)	79.5 [71/199 countries]
Life expectancy at birth - Male (years) (2020)	77.4 [40/199 countries]
Population density (per square kilometer) (2021)	140.7 [79/216 countries]

	United Arab Emirates
Fertility rate, total (births per woman) (2020)	1.37 [182/200 countries]
Crude birth rate (per 1,000 people) (2020)	10.1 [160/204 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	3 [175/183 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]

	United Arab Emirates
International migrant stock (% of immigrants in the population) (2020)	88.1% [3/231 countries]
Refugee population by country or territory of asylum (2019)	1,242 [109/164 countries]

	United Arab Emirates
Evaluation of control of corruption (0-100) (2021)	84.1 [34/209 countries]

	United Arab Emirates
General government revenues as % of GDP (2022)	37% [45/189 countries]

	United Arab Emirates
GDP (current US$, billions) (2021)	409.967 [34/192 countries]
GDP per capita (current US$) (2021)	42,884 [26/192 countries]
GDP per capita (PPP, current international$) (2021)	73,575 [6/192 countries]
Shadow economy, as % of GDP (2015)	24.3% [97/158 countries]

	United Arab Emirates
New business density (new registrations per 1,000 people ages 15-64) (2020)	2.30 [58/121 countries]

	United Arab Emirates
Employment in agriculture (% of total employment) (2019)	1.4% [172/187 countries]
Employment in agriculture (% of total employment) (2019)	1.4% [172/187 countries]
Employment in industry (% of total employment) (2019)	34.2% [6/187 countries]

	United Arab Emirates
% of the parents who often read books to their child before they began primary school (2019)	37.4% [39/53 countries]
% of the parents who often told stories to their child before they began primary school (2019)	47.1% [30/53 countries]
% of the parents who often sang songs to their child before they began primary school (2019)	49.4% [31/53 countries]
% of the parents who often played with alphabet toys with their child before they began primary school (2019)	54.9% [16/53 countries]
% of the parents who often talked about things to their child before they began primary school (2019)	61.5% [30/53 countries]
% of the parents who often talked about what they had read to their child before they began primary school (2019)	42.2% [22/53 countries]
% of the parents who often played word games with their child before they began primary school (2019)	41.4% [22/53 countries]
% of the parents who often wrote letters or words to their child before they began primary school (2019)	56.1% [17/53 countries]
% of the parents who often read aloud signs and labels to their child before they began primary school (2019)	49.5% [23/53 countries]
% of the parents who often sang counting songs to their child before they began primary school (2019)	56.8% [7/53 countries]
% of the parents who often played with number toys with their child before they began primary school (2019)	53.9% [11/53 countries]
% of the parents who often counted different things to their child before they began primary school (2019)	62.6% [29/53 countries]
% of the parents who often played games involving shapes with their child before they began primary school (2019)	55.2% [30/53 countries]
% of the parents who often played with building blocks or construction toys with their child before they began primary school (2019)	59.4% [32/53 countries]
% of the parents who often played board or card games with their child before they began primary school (2019)	43.1% [27/53 countries]
% of the parents who often wrote numbers to their child before they began primary school (2019)	61.6% [14/53 countries]
% of the parents who often drew shapes to their child before they began primary school (2019)	59.9% [11/53 countries]
% of the parents who often measured or weighed things with their child before they began primary school (2019)	22.1% [8/53 countries]

	United Arab Emirates
% of the children who could recognize most of the letters of the alphabet very well when they began primary school (2019)	76.2% [3/53 countries]
% of the children who could read some words very well when they began primary school (2019)	57.4% [4/53 countries]
% of the children who could read sentences very well when they began primary school (2019)	38.8% [6/53 countries]
% of the children who could read a story very well when they began primary school (2019)	29.5% [5/53 countries]
% of the children who could write letters of the alphabet very well when they began primary school (2019)	71.2% [2/53 countries]
% of the children who could write his/her name very well when they began primary school (2019)	80.5% [7/53 countries]
% of the children who could write words other than his/her name very well when they began primary school (2019)	54.6% [6/53 countries]

	United Arab Emirates
% of the children who could count by himself/ herself up to 100 or higher when they began primary school (2019)	57.0% [4/53 countries]
% of the children who could recognize written numbers up to 100 or higher when they began primary school (2019)	52.2% [4/53 countries]
% of the children who could write numbers up to 100 or higher when they began primary school (2019)	50.7% [5/53 countries]
% of the children who could do simple addition up to 100 or higher when they began primary school (2019)	85.6% [20/53 countries]

	United Arab Emirates
% of Grade 4 students who have their own room (2019)	48.6% [53/57 countries]
% of Grade 4 students who have internet connection at home (2019)	91.4% [28/57 countries]
% of Grade 4 students who have internet connection at home (2007)	86.8% [22/37 countries]
% of Grade 4 students who have their own mobile phone (2019)	53.0% [39/57 countries]

	United Arab Emirates
% of Grade 4 students who are absent from school once a week (2019)	17.1% [14/57 countries]
% of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday (2019)	34.2% [29/57 countries]
% of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	34.1% [12/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2019)	57.7% [21/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2011)	68.4% [13/49 countries]
% of Grade 4 students who agree a lot that they like being in school (2007)	67.6% [15/37 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2019)	63.7% [25/57 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2011)	62.6% [23/49 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2019)	60.5% [35/57 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2011)	64.1% [30/49 countries]
% of Grade 4 students who agree a lot that teachers at their school are fair to them (2019)	68.7% [32/57 countries]
% of Grade 4 students who agree a lot that they are proud to go to their school (2019)	71.8% [24/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2019)	52.3% [20/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2011)	56.1% [28/49 countries]
% of Grade 4 students who say that other students left them out of games or activities (2019)	43.0% [29/57 countries]
% of Grade 4 students who say that other students left them out of games or activities (2011)	48.8% [19/49 countries]
% of Grade 4 students who say that other students spread lies about them (2019)	42.3% [29/57 countries]
% of Grade 4 students who say that other students spread lies about them (2011)	51.2% [17/49 countries]
% of Grade 4 students who say that other students stole something from them (2019)	42.5% [7/57 countries]
% of Grade 4 students who say that other students stole something from them (2011)	50.5% [8/49 countries]
% of Grade 4 students who say that other students damaged something of theirs on purpose (2019)	36.2% [9/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2019)	45.1% [19/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2011)	53.0% [16/48 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2019)	33.3% [15/57 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2011)	34.5% [8/49 countries]
% of Grade 4 students who say that other students sent them nasty or hurtful messages online (2019)	18.6% [13/57 countries]
% of Grade 4 students who say that other students shared nasty or hurtful things about them online (2019)	17.7% [9/57 countries]
% of Grade 4 students who say that other students shared embarrassing photos of them online (2019)	15.1% [8/57 countries]
% of Grade 4 students who say that other students threatened them (2019)	28.6% [16/57 countries]

	United Arab Emirates
Average score of mathematics achievement of 4th grade (2019)	481 [42/57 countries]
Average score of mathematics achievement of 4th grade (2015)	452 [34/41 countries]
Average score of mathematics achievement of 4th grade (2011)	434 [34/40 countries]
% of Grade 4 students who work problems on their own in every or almost every lesson (2019)	50.0% [41/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning mathematics (2019)	65.2% [18/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study mathematics (2019)	13.8% [31/57 countries]
% of Grade 4 students who agree a lot that mathematics is boring (2019)	12.3% [30/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in mathematics (2019)	71.1% [18/57 countries]
% of Grade 4 students who agree a lot that they like mathematics very much (2019)	67.4% [18/57 countries]
% of Grade 4 students who agree a lot that they like any schoolwork that involves numbers (2019)	59.1% [20/57 countries]
% of Grade 4 students who agree a lot that they like to solve mathematics problems (2019)	60.6% [18/57 countries]
% of Grade 4 students who agree a lot that they look forward to mathematics lessons (2019)	58.4% [14/57 countries]
% of Grade 4 students who agree a lot that mathematics is one of their favorite subjects (2019)	59.7% [18/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	65.6% [19/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	67.6% [20/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	75.1% [22/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining mathematics (2019)	81.3% [24/57 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)	79.8% [29/57 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)	78.2% [27/57 countries]
% of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	21.6% [23/56 countries]
% of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	24.0% [32/56 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)	19.2% [21/56 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)	28.0% [26/56 countries]
% of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	23.3% [27/56 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)	33.7% [26/56 countries]
% of Grade 4 students who agree a lot that they usually do well in mathematics (2019)	59.3% [20/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	16.3% [21/57 countries]
% of Grade 4 students who agree a lot that they are just not good at mathematics (2019)	12.3% [28/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in mathematics (2019)	51.0% [21/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them nervous (2019)	16.8% [14/57 countries]
% of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems (2019)	41.7% [15/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics (2019)	50.2% [16/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than any other subject (2019)	15.5% [29/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them confused (2019)	17.3% [16/57 countries]

	United Arab Emirates
Average score of science achievement of 4th grade (2019)	473 [40/57 countries]
Average score of science achievement of 4th grade (2015)	451 [34/41 countries]
Average score of science achievement of 4th grade (2011)	428 [36/40 countries]
% of Grade 4 students who conduct science experiments at least once a week (2019)	43.2% [15/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning science (2019)	74.2% [13/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study science (2019)	12.9% [27/57 countries]
% of Grade 4 students who agree a lot that science is boring (2019)	11.0% [20/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in science (2019)	77.6% [18/57 countries]
% of Grade 4 students who agree a lot that they like science very much (2019)	74.1% [16/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	78.2% [18/57 countries]
% of Grade 4 students who agree a lot that they look forward to learning science (2019)	69.3% [11/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	78.2% [18/57 countries]
% of Grade 4 students who agree a lot that science is one of their favorite subjects (2019)	67.5% [12/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	67.2% [16/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons (2019)	72.2% [16/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	77.4% [20/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining science (2019)	81.9% [21/57 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)	79.1% [22/57 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)	76.2% [23/57 countries]
% of Grade 4 students who agree a lot that they usually do well in science (2019)	66.4% [16/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than for many of their classmates (2019)	13.0% [20/57 countries]
% of Grade 4 students who agree a lot that they are just not good at science (2019)	11.1% [28/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in science (2019)	59.3% [16/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at science (2019)	53.8% [16/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than any other subject (2019)	13.0% [23/57 countries]
% of Grade 4 students who agree a lot that science makes them confused (2019)	15.5% [12/57 countries]

	United Arab Emirates
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	21.2% [20/52 countries]
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	17.0% [14/52 countries]

	United Arab Emirates
% 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)	65.6% [22/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment (2019)	80.8% [8/52 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)	69.8% [27/52 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)	66.8% [25/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards (2019)	61.7% [13/52 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)	67.8% [28/52 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)	64.0% [26/52 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)	63.9% [23/52 countries]

	United Arab Emirates
% of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree (2019)	92.0% [3/52 countries]

	United Arab Emirates
% of Grade 8 students who have their own room (2019)	60.1% [34/38 countries]
% of Grade 8 students who have their own room (2011)	57.6% [31/41 countries]
% of Grade 8 students who have internet connection at home (2019)	95.8% [21/39 countries]
% of Grade 8 students who have internet connection at home (2011)	91.2% [16/42 countries]
% of Grade 8 students who have their own mobile phone (2019)	80.2% [30/39 countries]

	United Arab Emirates
% of Grade 8 students who use Internet to access the textbook or other course materials (2019)	71.5% [5/38 countries]
% of Grade 8 students who use Internet to access assignments posted online by their teacher (2019)	79.8% [7/38 countries]
% of Grade 8 students who use Internet to collaborate with classmates on assignments or projects (2019)	82.5% [11/38 countries]
% of Grade 8 students who use Internet to communicate with the teacher (2019)	61.4% [3/38 countries]
% of Grade 8 students who use Internet to find information, articles, or tutorials to aid in understanding mathematics or science (2019)	79.8% [4/38 countries]
% of Grade 8 students who use Internet to access learning games or activities related to mathematics or science (2019)	59.1% [3/38 countries]

	United Arab Emirates
% of Grade 8 students who are absent from school once a week (2019)	9.8% [14/39 countries]
% of Grade 8 students who feel tired when they arrive at school everyday/ almost everyday (2019)	45.9% [21/39 countries]
% of Grade 8 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	37.9% [14/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2019)	37.5% [13/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2011)	83.2% [22/42 countries]
% of Grade 8 students who agree a lot that they like being in school (2007)	46.5% [23/52 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2019)	54.6% [12/39 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2011)	83.8% [27/42 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2019)	45.2% [21/39 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2011)	79.9% [35/42 countries]
% of Grade 8 students who agree a lot that teachers at their school are fair to them (2019)	48.1% [13/39 countries]
% of Grade 8 students who agree a lot that they are proud to go to their school (2019)	50.4% [15/39 countries]
% of Grade 8 students who say that other students said mean things about their physical appearance (2019)	48.7% [11/38 countries]
% of Grade 8 students who say that other students spread lies about them (2019)	47.3% [20/38 countries]
% of Grade 8 students who say that other students spread lies about them (2011)	47.8% [23/41 countries]
% of Grade 8 students who say that other students shared their secrets with others (2019)	42.2% [15/38 countries]
% of Grade 8 students who say that other students refused to talk to them (2019)	38.7% [9/38 countries]
% of Grade 8 students who say that other students insulted a member of their family (2019)	31.4% [7/38 countries]
% of Grade 8 students who say that other students stole something from them (2019)	36.7% [7/38 countries]
% of Grade 8 students who say that other students stole something from them (2011)	44.0% [11/41 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2019)	28.3% [8/37 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2011)	21.4% [15/41 countries]
% of Grade 8 students who say that other students sent them nasty or hurtful messages online (2019)	23.1% [10/38 countries]
% of Grade 8 students who say that other students shared nasty or hurtful things about them online (2019)	19.7% [5/38 countries]
% of Grade 8 students who say that other students shared embarrassing photos of them online (2019)	19.3% [12/38 countries]
% of Grade 8 students who say that other students threatened them (2019)	22.7% [5/38 countries]
% of Grade 8 students who say that other students physically hurt them (2019)	30.5% [2/38 countries]
% of Grade 8 students who say that other students physically hurt them (2011)	36.0% [9/41 countries]
% of Grade 8 students who say that other students excluded them from their group (2019)	30.9% [12/38 countries]
% of Grade 8 students who say that other students damaged something of theirs on purpose (2019)	28.2% [9/38 countries]

	United Arab Emirates
Average score of mathematics achievement of 8th grade (2019)	473 [26/39 countries]
Average score of mathematics achievement of 8th grade (2015)	465 [21/38 countries]
Average score of mathematics achievement of 8th grade (2011)	456 [19/34 countries]
% of Grade 8 students who work problems on their own in every or almost every lesson (2019)	45.0% [26/39 countries]
% of Grade 8 students who agree a lot that they enjoy learning mathematics (2019)	39.1% [9/39 countries]
% of Grade 8 students who agree a lot that they wish they did not have to study mathematics (2019)	16.9% [23/39 countries]
% of Grade 8 students who agree a lot that mathematics is boring (2019)	17.4% [21/39 countries]
% of Grade 8 students who agree a lot that they learn many interesting things in mathematics (2019)	41.6% [12/39 countries]
% of Grade 8 students who agree a lot that they like mathematics very much (2019)	38.6% [9/39 countries]
% of Grade 8 students who agree a lot that they like any schoolwork that involves numbers (2019)	29.5% [10/39 countries]
% of Grade 8 students who agree a lot that they like to solve mathematics problems (2019)	33.9% [8/39 countries]
% of Grade 8 students who agree a lot that they look forward to mathematics lessons (2019)	29.8% [7/39 countries]
% of Grade 8 students who agree a lot that mathematics is one of their favorite subjects (2019)	34.5% [9/39 countries]
% of Grade 8 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	52.0% [12/39 countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	51.8% [9/39 countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	58.0% [11/39 countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining mathematics (2019)	63.4% [11/39 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)	57.5% [14/39 countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in mathematics lessons (2019)	52.9% [13/39 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)	66.7% [14/39 countries]
% of Grade 8 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	20.1% [22/38 countries]
% of Grade 8 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	18.9% [26/38 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)	13.2% [18/38 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)	19.5% [19/38 countries]
% of Grade 8 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	17.6% [20/38 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)	22.8% [20/38 countries]
% of Grade 8 students who agree a lot that they usually do well in mathematics (2019)	42.4% [10/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	14.9% [25/39 countries]
% of Grade 8 students who agree a lot that mathematics is not one of their strengths (2019)	19.1% [34/39 countries]
% of Grade 8 students who agree a lot that they learn things quickly in mathematics (2019)	35.8% [9/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them nervous (2019)	19.5% [11/39 countries]
% of Grade 8 students who agree a lot that they are good at working out difficult mathematics problems (2019)	25.5% [6/39 countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at mathematics (2019)	35.5% [9/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than any other subject (2019)	19.8% [24/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them confused (2019)	19.9% [19/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will help them in their daily life (2019)	54.4% [9/39 countries]
% of Grade 8 students who agree a lot that they need mathematics to learn other school subjects (2019)	40.5% [12/39 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)	61.0% [11/39 countries]
% of Grade 8 students who agree a lot that they need to do well in mathematics to get the job they want (2019)	55.5% [11/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using mathematics (2019)	29.9% [10/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about mathematics to get ahead in the world (2019)	52.1% [10/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will give them more job opportunities when they are adults (2019)	56.5% [11/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in mathematics (2019)	68.0% [9/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in mathematics (2019)	67.2% [10/39 countries]

	United Arab Emirates
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	38.3% [23/38 countries]
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	29.5% [18/38 countries]

	United Arab Emirates
% of Grade 8 students who expect them to finish undergraduate or postgraduate degree (2019)	74.3% [14/39 countries]
% of Grade 8 students who expect them to finish postgraduate degree (2019)	55.4% [4/39 countries]

	United Arab Emirates
Lower secondary education teachers: Total working hours (2018)	39.74 [15/48 countries]
Lower secondary education teachers: Total working hours (2013)	36.20 [22/34 countries]
Lower secondary education teachers: Hours spent on teaching (2018)	23.72 [8/47 countries]
Lower secondary education teachers: Hours spent on teaching (2013)	21.20 [6/34 countries]
Lower secondary education teachers: Hours spent on individual planning or preparation of lessons either at school or out of school (2018)	7.26 [17/48 countries]
Lower secondary education teachers: Hours spent on individual planning or preparation of lessons either at school or out of school (2013)	7.62 [12/34 countries]
Lower secondary education teachers: Hours spent on team work and dialogue with colleagues within the school (2018)	3.62 [5/48 countries]
Lower secondary education teachers: Hours spent on team work and dialogue with colleagues within the school (2013)	3.85 [3/34 countries]
Lower secondary education teachers: Hours spent marking/correcting of student work (2018)	5.17 [11/48 countries]
Lower secondary education teachers: Hours spent marking/correcting of student work (2013)	5.40 [9/34 countries]
Lower secondary education teachers: Hours spent on counselling students (2018)	3.41 [7/48 countries]
Lower secondary education teachers: Hours spent on counselling students (2013)	3.25 [2/34 countries]
Lower secondary education teachers: Hours spent in participation in school management (2018)	2.64 [7/48 countries]
Lower secondary education teachers: Hours spent in participation in school management (2013)	2.67 [4/34 countries]
Lower secondary education teachers: Hours spent on general administrative work (including communication, paperwork, and other clerical duties) (2018)	3.15 [13/48 countries]
Lower secondary education teachers: Hours spent on general administrative work (including communication, paperwork, and other clerical duties) (2013)	3.31 [9/34 countries]
Lower secondary education teachers: Hours spent on professional development activities (2018)	2.75 [10/48 countries]
Lower secondary education teachers: Hours spent on communication and co-operation with parents or guardians (2018)	2.13 [7/48 countries]
Lower secondary education teachers: Hours spent on communication and co-operation with parents or guardians (2013)	2.59 [1/34 countries]
Lower secondary education teachers: Hours spent engaging in extracurricular activities (2018)	2.35 [11/48 countries]
Lower secondary education teachers: Hours spent engaging in extracurricular activities (2013)	2.49 [7/34 countries]
Lower secondary education teachers: Hours spent engaging in other work tasks (2018)	2.33 [14/48 countries]
% of lower secondary education teachears who think that the teaching profession is valued in society (2013)	66.51% [4/32 countries]
% of lower secondary education teachers who present a summary of recently learned content (2018)	86.69% [5/48 countries]
% of lower secondary education teachers who set goals at the beginning of instruction (2018)	96.53% [4/48 countries]
% of lower secondary education teachers who explain what they expect students to learn (2018)	97.03% [4/48 countries]
% of lower secondary education teachers who explain how new and old topics are related (2018)	94.16% [3/48 countries]
% of lower secondary education teachers who present tasks for which there is no obvious solution (2018)	46.71% [14/48 countries]
% of lower secondary education teachers who give tasks that require students to think critically (2018)	82.36% [4/48 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)	84.25% [2/48 countries]
% of lower secondary education teachers who ask students to decide on their own procedures for solving complex tasks (2018)	70.03% [2/48 countries]
% of lower secondary education teachers who tell students to follow classroom rules (2018)	83.48% [14/48 countries]
% of lower secondary education teachers who tell students to listen to what they say (2018)	77.67% [18/48 countries]
% of lower secondary education teachers who calm students who are disruptive (2018)	79.74% [10/48 countries]
% of lower secondary education teachers who tell students to quieten down quickly when the lesson begins (2018)	77.41% [8/48 countries]
% of lower secondary education teachers who refer to a problem from everyday life or work to demonstrate why new knowledge is useful (2018)	84.98% [12/48 countries]
% of lower secondary education teachers who let students practise similar tasks until they know that every student has understood the subject matter (2018)	84.99% [6/48 countries]
% of lower secondary education teachers who give students projects that require at least one week to complete (2018)	54.65% [3/48 countries]
% of lower secondary education teachers who let students use ICT for projects or class work (2018)	76.85% [4/47 countries]
% of lower secondary education teachers who would like to change to another school if possible (2018)	37.93% [4/48 countries]
% of lower secondary education teachers who enjoy working at the present school (2018)	85.08% [38/48 countries]
% of lower secondary education teachers who would recommend the present school as a good place to work (2018)	81.45% [36/48 countries]
% of lower secondary education teachers satisfied with their performance in the present school (2018)	95.34% [18/48 countries]
% of lower secondary education teachers satisfied with the present job all in all (2018)	88.68% [35/48 countries]

	United Arab Emirates
Performance on the reading (15 years old, average score) (2018)	431.78 [46/76 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)	434.95 [50/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	427 [48/72 countries]
Performance on the science (15 years old, average score) (2018)	433.64 [49/77 countries]
Performance on the science (15 years old, average score) (2015)	437 [47/72 countries]
% of 15 year old students who have ever repeated a grade (2009)	12.6% [27/65 countries]

	United Arab Emirates
% of 15-year-old students who have a computer they can use for school work in their home (2018)	86.9% [45/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	46.6% [45/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	43.9% [44/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	61.2% [34/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	52.3% [24/79 countries]

	United Arab Emirates
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	21.9% [54/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	28.8% [24/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	25.2% [52/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	31.4% [28/72 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)	24.4% [40/77 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)	32.0% [18/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	17.4% [39/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	24.2% [10/72 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)	20.7% [47/77 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)	28.6% [17/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	79.2% [24/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	78.2% [29/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	82.2% [34/76 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)	81.5% [16/76 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)	80.9% [24/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	60.0% [23/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	80.2% [23/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	76.1% [24/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	73.7% [21/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	70.5% [31/76 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)	50.7% [54/77 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)	56.9% [32/77 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)	53.6% [6/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	47.7% [10/76 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)	54.2% [12/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	54.0% [22/76 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)	76.9% [29/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	70.7% [18/76 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)	79.0% [33/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	73.4% [39/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	36.3% [11/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	32.7% [34/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	35.2% [11/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	30.1% [13/77 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)	61.5% [24/77 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)	65.9% [20/73 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)	57.4% [13/77 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)	53.8% [14/73 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)	61.6% [13/77 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)	59.2% [10/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	64.7% [18/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	70.6% [13/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	17.1% [54/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	70.3% [33/77 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)	66.4% [48/77 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)	73.0% [7/77 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)	74.2% [36/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	82.4% [34/77 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)	56.3% [11/77 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)	58.5% [26/77 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)	56.9% [29/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	62.5% [33/77 countries]

	United Arab Emirates
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	64.0% [21/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	70.2% [26/77 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)	65.4% [21/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	67.9% [44/77 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)	58.1% [13/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	62.2% [13/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	60.1% [5/77 countries]

	United Arab Emirates
% of 15 year old students who read only if they have to (2018)	46.4% [39/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	57.9% [17/77 countries]
% of 15 year old students who like talking about books with other people (2018)	57.1% [10/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	24.0% [37/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	50.1% [43/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	8.5% [18/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	9.9% [23/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2009)	16.8% [16/64 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	20.7% [23/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2009)	18.2% [19/64 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	11.6% [25/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	18.0% [11/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2009)	53.1% [13/64 countries]
% of 15-year olds who read books more often in paper format (2018)	30.0% [47/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	23.8% [21/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	25.6% [13/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	24.4% [26/77 countries]
% of 15-year olds who agree that they are good readers (2018)	80.8% [7/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	70.5% [19/77 countries]
% of 15-year olds who agree that they read fluently (2018)	78.9% [19/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	21.3% [18/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	52.8% [17/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	30.3% [19/77 countries]

	United Arab Emirates
% of 15-year olds who read emails several times a day (2018)	17.6% [11/77 countries]
% of 15-year olds who chat on line several times a day (2018)	61.7% [58/77 countries]
% of 15-year olds who read online news several times a day (2018)	27.8% [30/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	34.9% [15/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	22.0% [8/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	27.8% [12/77 countries]

	United Arab Emirates
% of those who agree that there were many words they could not understand in the PISA test (2018)	32.0% [15/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	25.6% [18/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	34.7% [9/77 countries]

	United Arab Emirates
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)	3.58 [17/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	3.50 [7/77 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)	3.83 [9/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	4.29 [20/77 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)	3.37 [6/77 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)	3.54 [14/77 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)	3.01 [14/77 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)	3.88 [13/77 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)	4.23 [28/77 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)	4.33 [18/77 countries]