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[Education in general] General government expenditures for Education, as % of GDP
[Education in general] % of general government expenditure on tertiary education
[Education in general] % of household expenditure on tertiary education
[Education in general] % of those who think that education is the most important issue for their country
[Education in general] % of those who would like to see more government spending in education
[Education in general] % of those who think that the government should primarily provide school education for children
[Education in general] % of those who think that private companies should primarily provide school education for children
[Education in general] % of those who think it is right that the rich can buy better education for their children
[Education in general] % of those who think it is fair that the rich can afford better education for their children
[Education in general] % of those who think it is wrong that the rich can buy better education for their children
[Education in general] % of those who think it is unfair that the rich can afford better education for their children
[Education in general] % of those who have confidence in the educational system (5 choices)
[Education in general] % of those who speak only one language well enough to hold a conversation in
[Education in general] Literacy proficiency among 16-65 years-olds: Average score (0-500)
[Education in general] Numeracy proficiency among 16-65 years-olds: Average score (0-500)
[Education in general] Proficiency of problem solving in technology-rich environments proficiency among 16-65 years-olds: Average score (0-500)
[Education in general] % of those who like learning new things
[Education in general] % of those who try to relate new ideas to real life
[Education in general] % of those who try to relate new things to existing knowledge
[Education in general] % of those who like to solve difficult problems
[Education in general] % of those who like to fit different ideas together
[Education in general] % of those who look for additional information to understand things
[Education in general] Time in school or classes (men and women, minutes per day per person)
[Education in general] Time in school or classes (men, minutes per day per person)
[Education in general] Time in school or classes (women, minutes per day per person)
[Pre-primary education] Pre-school enrolment rates, children aged 0 to 2 year old
[Pre-primary education] Pre-school enrolment rates, children aged 3 to 5 year old
[Pre-primary education at home] % of the parents who often read books to their child before they began primary school
[Pre-primary education at home] % of the parents who often told stories to their child before they began primary school
[Pre-primary education at home] % of the parents who often sang songs to their child before they began primary school
[Pre-primary education at home] % of the parents who often played with alphabet toys with their child before they began primary school
[Pre-primary education at home] % of the parents who often talked about things to their child before they began primary school
[Pre-primary education at home] % of the parents who often talked about what they had read to their child before they began primary school
[Pre-primary education at home] % of the parents who often played word games with their child before they began primary school
[Pre-primary education at home] % of the parents who often wrote letters or words to their child before they began primary school
[Pre-primary education at home] % of the parents who often read aloud signs and labels to their child before they began primary school
[Pre-primary education at home] % of the parents who often sang counting songs to their child before they began primary school
[Pre-primary education at home] % of the parents who often played with number toys with their child before they began primary school
[Pre-primary education at home] % of the parents who often counted different things to their child before they began primary school
[Pre-primary education at home] % of the parents who often played games involving shapes with their child before they began primary school
[Pre-primary education at home] % of the parents who often played with building blocks or construction toys with their child before they began primary school
[Pre-primary education at home] % of the parents who often played board or card games with their child before they began primary school
[Pre-primary education at home] % of the parents who often wrote numbers to their child before they began primary school
[Pre-primary education at home] % of the parents who often drew shapes to their child before they began primary school
[Pre-primary education at home] % of the parents who often measured or weighed things with their child before they began primary school
[Pre-primary education on letters] % of the children who could recognize most of the letters of the alphabet very well when they began primary school
[Pre-primary education on letters] % of the children who could read some words very well when they began primary school
[Pre-primary education on letters] % of the children who could read sentences very well when they began primary school
[Pre-primary education on letters] % of the children who could read a story very well when they began primary school
[Pre-primary education on letters] % of the children who could write letters of the alphabet very well when they began primary school
[Pre-primary education on letters] % of the children who could write his/her name very well when they began primary school
[Pre-primary education on letters] % of the children who could write words other than his/her name very well when they began primary school
[Pre-primary education on numbers] % of the children who could count by himself/ herself up to 100 or higher when they began primary school
[Pre-primary education on numbers] % of the children who could recognize written numbers up to 100 or higher when they began primary school
[Pre-primary education on numbers] % of the children who could write numbers up to 100 or higher when they began primary school
[Pre-primary education on numbers] % of the children who could do simple addition up to 100 or higher when they began primary school
[Pre-primary education on numbers] % of the children who could do simple subtraction up to 100 or higher when they began primary school
[Primary school] Average class size in primary education (public and private)
[Primary school] Average class size in primary education (public)
[Primary school] Average class size in primary education (private)
[Primary school] Ratio of students to teaching staff in primary schools (public and private)
[Primary school] Ratio of students to teaching staff in primary schools (public)
[Primary school] Ratio of students to teaching staff in primary schools (private)
[Primary school] Annual number of hours of compulsory instruction in primary education
[Primary school students - home] % of Grade 4 students who have their own room
[Primary school students - home] % of Grade 4 students who have internet connection at home
[Primary school students - home] % of Grade 4 students who have their own mobile phone
[Primary school students - school life] % of Grade 4 students who are absent from school once a week
[Primary school students - school life] % of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday
[Primary school students - school life] % of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday
[Primary school students - school life] % of Grade 4 students who agree a lot that they like being in school
[Primary school students - school life] % of Grade 4 students who agree a lot that they feel safe at school
[Primary school students - school life] % of Grade 4 students who agree a lot that they feel like they belong at the school
[Primary school students - school life] % of Grade 4 students who agree a lot that teachers at their school are fair to them
[Primary school students - school life] % of Grade 4 students who agree a lot that they are proud to go to their school
[Primary school students - school life] % of Grade 4 students who say that other students made fun of them or called them names
[Primary school students - school life] % of Grade 4 students who say that other students left them out of games or activities
[Primary school students - school life] % of Grade 4 students who say that other students spread lies about them
[Primary school students - school life] % of Grade 4 students who say that other students stole something from them
[Primary school students - school life] % of Grade 4 students who say that other students damaged something of theirs on purpose
[Primary school students - school life] % of Grade 4 students who say that other students hit or hurt them
[Primary school students - school life] % of Grade 4 students who say that other students made them do things they didn't want to do
[Primary school students - school life] % of Grade 4 students who say that other students sent them nasty or hurtful messages online
[Primary school students - school life] % of Grade 4 students who say that other students shared nasty or hurtful things about them online
[Primary school students - school life] % of Grade 4 students who say that other students shared embarrassing photos of them online
[Primary school students - school life] % of Grade 4 students who say that other students threatened them
[Primary school students - mathematics] Average score of mathematics achievement of 4th grade
[Primary school students - mathematics] % of Grade 4 students who work problems on their own in every or almost every lesson
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they enjoy learning mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they wish they did not have to study mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics is boring
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they learn many interesting things in mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they like mathematics very much
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they like any schoolwork that involves numbers
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they like to solve mathematics problems
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they look forward to mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics is one of their favorite subjects
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher is good at explaining mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher does a variety of things to help them learn in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in mathematics lessons
[Primary school students - mathematics] % of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson
[Primary school students - mathematics] % of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson
[Primary school students - mathematics] % of Grade 4 students who say that it is too disorderly for students to work well in every or almost every mathematics lesson
[Primary school students - mathematics] % 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
[Primary school students - mathematics] % of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson
[Primary school students - mathematics] % 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
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they usually do well in mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they are just not good at mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they learn things quickly in mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics makes them nervous
[Primary school students - mathematics] % of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems
[Primary school students - mathematics] % of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics is harder for them than any other subject
[Primary school students - mathematics] % of Grade 4 students who agree a lot that mathematics makes them confused
[Primary school students - science] Average score of science achievement of 4th grade
[Primary school students - science] % of Grade 4 students who conduct science experiments at least once a week
[Primary school students - science] % of Grade 4 students who agree a lot that they enjoy learning science
[Primary school students - science] % of Grade 4 students who agree a lot that they wish they did not have to study science
[Primary school students - science] % of Grade 4 students who agree a lot that science is boring
[Primary school students - science] % of Grade 4 students who agree a lot that they learn many interesting things in science
[Primary school students - science] % of Grade 4 students who agree a lot that they like science very much
[Primary school students - science] % of Grade 4 students who agree a lot that science teaches them how things in the world work
[Primary school students - science] % of Grade 4 students who agree a lot that they look forward to learning science
[Primary school students - science] % of Grade 4 students who agree a lot that science teaches them how things in the world work
[Primary school students - science] % of Grade 4 students who agree a lot that science is one of their favorite subjects
[Primary school students - science] % of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher is good at explaining science
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher does a variety of things to help them learn in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in science lessons
[Primary school students - science] % of Grade 4 students who agree a lot that they usually do well in science
[Primary school students - science] % of Grade 4 students who agree a lot that science is harder for them than for many of their classmates
[Primary school students - science] % of Grade 4 students who agree a lot that they are just not good at science
[Primary school students - science] % of Grade 4 students who agree a lot that they learn things quickly in science
[Primary school students - science] % of Grade 4 students who agree a lot that their teacher tells them they are good at science
[Primary school students - science] % of Grade 4 students who agree a lot that science is harder for them than any other subject
[Primary school students - science] % of Grade 4 students who agree a lot that science makes them confused
[Primary school students - instruction out of school] % of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months
[Primary school students - instruction out of school] % of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months
[Primary school - evaluation of parents] % 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
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their childfs school cares about their child's progress in school
[Primary school - evaluation of parents] % 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
[Primary school - evaluation of parents] % of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards
[Primary school - evaluation of parents] % 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
[Primary school - evaluation of parents] % 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
[Primary school - evaluation of parents] % 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
[Primary school - future educational plan] % of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree
[Primary school - future educational plan] % of the parents of Grade 4 students who expect their child to finish postgraduate degree
[Lower secondary school] Average class size in lower secondary education (public and private)
[Lower secondary school] Average class size in lower secondary education (public)
[Lower secondary school] Average class size in lower secondary education (private)
[Lower secondary school] Ratio of students to teaching staff in lower secondary education (public and private)
[Lower secondary school] Ratio of students to teaching staff in lower secondary education (public)
[Lower secondary school] Ratio of students to teaching staff in lower secondary education (private)
[Lower secondary school students - home] % of Grade 8 students who have their own room
[Lower secondary school students - home] % of Grade 8 students who have internet connection at home
[Lower secondary school students - home] % of Grade 8 students who have their own mobile phone
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to access the textbook or other course materials
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to access assignments posted online by their teacher
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to collaborate with classmates on assignments or projects
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to communicate with the teacher
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to find information, articles, or tutorials to aid in understanding mathematics or science
[Lower secondary school students - Internet use] % of Grade 8 students who use Internet to access learning games or activities related to mathematics or science
[Lower secondary school students - School life] % of Grade 8 students who are absent from school once a week
[Lower secondary school students - School life] % of Grade 8 students who feel tired when they arrive at school everyday/ almost everyday
[Lower secondary school students - School life] % of Grade 8 students who feel hungry when they arrive at school everyday/ almost everyday
[Lower secondary school students - School life] % of Grade 8 students who agree a lot that they like being in school
[Lower secondary school students - School life] % of Grade 8 students who agree a lot that they feel safe at school
[Lower secondary school students - School life] % of Grade 8 students who agree a lot that they feel like they belong at the school
[Lower secondary school students - School life] % of Grade 8 students who agree a lot that teachers at their school are fair to them
[Lower secondary school students - School life] % of Grade 8 students who agree a lot that they are proud to go to their school
[Lower secondary school students - School life] % of Grade 8 students who say that other students said mean things about their physical appearance
[Lower secondary school students - School life] % of Grade 8 students who say that other students spread lies about them
[Lower secondary school students - School life] % of Grade 8 students who say that other students shared their secrets with others
[Lower secondary school students - School life] % of Grade 8 students who say that other students refused to talk to them
[Lower secondary school students - School life] % of Grade 8 students who say that other students insulted a member of their family
[Lower secondary school students - School life] % of Grade 8 students who say that other students stole something from them
[Lower secondary school students - School life] % of Grade 8 students who say that other students made them do things they didn't want to do
[Lower secondary school students - School life] % of Grade 8 students who say that other students sent them nasty or hurtful messages online
[Lower secondary school students - School life] % of Grade 8 students who say that other students shared nasty or hurtful things about them online
[Lower secondary school students - School life] % of Grade 8 students who say that other students shared embarrassing photos of them online
[Lower secondary school students - School life] % of Grade 8 students who say that other students threatened them
[Lower secondary school students - School life] % of Grade 8 students who say that other students physically hurt them
[Lower secondary school students - School life] % of Grade 8 students who say that other students excluded them from their group
[Lower secondary school students - School life] % of Grade 8 students who say that other students damaged something of theirs on purpose
[Lower secondary school students - Mathematics] Average score of mathematics achievement of 8th grade
[Lower secondary school students - Mathematics] % of Grade 8 students who work problems on their own in every or almost every lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they enjoy learning mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they wish they did not have to study mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics is boring
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they learn many interesting things in mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they like mathematics very much
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they like any schoolwork that involves numbers
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they like to solve mathematics problems
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they look forward to mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics is one of their favorite subjects
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they know what their teacher expects them to do in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher is easy to understand in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher is good at explaining mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher does a variety of things to help them learn in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher explains a topic again when they don't understand in mathematics lessons
[Lower secondary school students - Mathematics] % of Grade 8 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who say that there is disruptive noise in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % of Grade 8 students who say that it is too disorderly for students to work well in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % 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
[Lower secondary school students - Mathematics] % of Grade 8 students who say that students interrupt the teacher in every or almost every mathematics lesson
[Lower secondary school students - Mathematics] % 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
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they usually do well in mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics is harder for them than for many of their classmates
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics is not one of their strengths
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they learn things quickly in mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics makes them nervous
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they are good at working out difficult mathematics problems
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their teacher tells them they are good at mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics is harder for them than any other subject
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that mathematics makes them confused
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that learning mathematics will help them in their daily life
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they need mathematics to learn other school subjects
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they need to do well in mathematics to get into the university of their choice
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they need to do well in mathematics to get the job they want
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that they would like a job that involves using mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that it is important to learn about mathematics to get ahead in the world
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that learning mathematics will give them more job opportunities when they are adults
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that their parents think that it is important that they do well in mathematics
[Lower secondary school students - Mathematics] % of Grade 8 students who agree a lot that it is important to do well in mathematics
[Lower secondary school students - Science] Average score of science achievement of 8th grade
[Lower secondary school students - Science] % of Grade 8 students who conduct science experiments at least once a week
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they enjoy learning science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they wish they did not have to study science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science is boring
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they learn many interesting things in science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they like science very much
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they look forward to science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science teaches them how things in the world work
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they like to conduct science experiments
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science is one of their favorite subjects
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they know what their teacher expects them to do in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher is easy to understand in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher has clear answers to their questions in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher is good at explaining science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher does a variety of things to help them learn in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher explains a topic again when they don't understand in science lessons
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they usually do well in science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science is harder for them than for many of their classmates
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science is not one of their strengths
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they learn things quickly in science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they are good at working out difficult science problems
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their teacher tells them they are good at science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science is harder for them than any other subject
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that science makes them confused
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that learning science will help them in their daily life
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they need science to learn other school subjects
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they need to do well in science to get into the university of their choice
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they need to do well in science to get the job they want
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that they would like a job that involves using science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that it is important to learn about science to get ahead in the world
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that learning science will give them more job opportunities when they are adults
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that their parents think that it is important that they do well in science
[Lower secondary school students - Science] % of Grade 8 students who agree a lot that it is important to do well in science
[Lower secondary school students - Science] % of Grade 8 students whose teacher gives them homework in mathematics every day
[Lower secondary school students - Science] % of Grade 8 students whose teacher gives them homework in science every day
[Lower secondary school students - instruction out of school] % of Grade 8 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months
[Lower secondary school students - instruction out of school] % of Grade 8 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months
[Lower secondary school students - future educational plan] % of Grade 8 students who expect them to finish undergraduate or postgraduate degree
[Lower secondary school students - future educational plan] % of Grade 8 students who expect them to finish postgraduate degree
[Lower secondary education teachers] Lower secondary education teachers: Total working hours
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on teaching
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on individual planning or preparation of lessons either at school or out of school
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on team work and dialogue with colleagues within the school
[Lower secondary education teachers] Lower secondary education teachers: Hours spent marking/correcting of student work
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on counselling students
[Lower secondary education teachers] Lower secondary education teachers: Hours spent in participation in school management
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on general administrative work (including communication, paperwork, and other clerical duties)
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on professional development activities
[Lower secondary education teachers] Lower secondary education teachers: Hours spent on communication and co-operation with parents or guardians
[Lower secondary education teachers] Lower secondary education teachers: Hours spent engaging in extracurricular activities
[Lower secondary education teachers] Lower secondary education teachers: Hours spent engaging in other work tasks
[Lower secondary education teachers] % of lower secondary education teachears who think that the teaching profession is valued in society
[Lower secondary education teachers] % of lower secondary education teachers who present a summary of recently learned content
[Lower secondary education teachers] % of lower secondary education teachers who set goals at the beginning of instruction
[Lower secondary education teachers] % of lower secondary education teachers who explain what they expect students to learn
[Lower secondary education teachers] % of lower secondary education teachers who explain how new and old topics are related
[Lower secondary education teachers] % of lower secondary education teachers who present tasks for which there is no obvious solution
[Lower secondary education teachers] % of lower secondary education teachers who give tasks that require students to think critically
[Lower secondary education teachers] % of lower secondary education teachers who have students work in small groups to come up with a joint solution to a problem or task
[Lower secondary education teachers] % of lower secondary education teachers who ask students to decide on their own procedures for solving complex tasks
[Lower secondary education teachers] % of lower secondary education teachers who tell students to follow classroom rules
[Lower secondary education teachers] % of lower secondary education teachers who tell students to listen to what they say
[Lower secondary education teachers] % of lower secondary education teachers who calm students who are disruptive
[Lower secondary education teachers] % of lower secondary education teachers who tell students to quieten down quickly when the lesson begins
[Lower secondary education teachers] % of lower secondary education teachers who refer to a problem from everyday life or work to demonstrate why new knowledge is useful
[Lower secondary education teachers] % of lower secondary education teachers who let students practise similar tasks until they know that every student has understood the subject matter
[Lower secondary education teachers] % of lower secondary education teachers who give students projects that require at least one week to complete
[Lower secondary education teachers] % of lower secondary education teachers who let students use ICT for projects or class work
[Lower secondary education teachers] % of lower secondary education teachers who would like to change to another school if possible
[Lower secondary education teachers] % of lower secondary education teachers who enjoy working at the present school
[Lower secondary education teachers] % of lower secondary education teachers who would recommend the present school as a good place to work
[Lower secondary education teachers] % of lower secondary education teachers satisfied with their performance in the present school
[Lower secondary education teachers] % of lower secondary education teachers satisfied with the present job all in all
[High school students - Performance] Performance on the reading (15 years old, average score)
[High school students - Performance] Performance on the mathematics (15 years old, average score)
[High school students - Performance] Performance on the science (15 years old, average score)
[High school students - Performance] % of 15 year old students who have ever repeated a grade
[High school students - Things at home] % of 15-year-old students who have a computer they can use for school work in their home
[High school students - Things at home] % of 15-year-old students who have classic literature in their home
[High school students - Things at home] % of 15-year-old students who have books of poetry in their home
[High school students - Things at home] % of 15-year-old students who have works of art (e.g. paintings) in their home
[High school students - Things at home] % of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home
[High school students - Atmosphere of language lessons] % of 15 year old students who say that students don't listen to what the teacher says in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that there is noise and disorder in their language lessons
[High school students - Atmosphere of language lessons] % 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
[High school students - Atmosphere of language lessons] % of 15 year old students who say that students cannot work well in their language lessons
[High school students - Atmosphere of language lessons] % 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
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher gives extra help when students need it in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher helps students with their learning in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons
[High school students - Atmosphere of language lessons] % 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
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher tells us what we have to learn in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that their teacher listen to their view in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who felt that their teacher understand them in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that their teacher adapts the lesson to their class's needs and knowledge in their language lessons
[High school students - Atmosphere of language lessons] % 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
[High school students - Atmosphere of language lessons] % 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
[High school students - Atmosphere of language lessons] % of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that their teacher tells them in which areas they can still improve in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that it was clear to them that their teacher liked teaching them in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons
[High school students - Atmosphere of language lessons] % 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
[High school students - Atmosphere of language lessons] % of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who read texts that include diagrams or maps for school
[High school students - Atmosphere of language lessons] % of 15 year old students who read fiction (e.g., novels, short stories) for school
[High school students - Atmosphere of language lessons] % of 15 year old students who read texts that include tables or graphs for school
[High school students - Atmosphere of language lessons] % of 15 year old students who read digital texts including links for school
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher encourages students to express their opinion about a text in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher helps students relate the stories they read to their lives in their language lessons
[High school students - Atmosphere of language lessons] % 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
[High school students - Atmosphere of language lessons] % of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who have read a text of more than 100 pages in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to write a summary of the book or the chapter in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to list and write a short description of the main characters in their language lessons
[High school students - Atmosphere of language lessons] % 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
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to give their personal thoughts about the book or the chapter in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to answer questions about the book or the chapter in their language lessons
[High school students - Atmosphere of language lessons] % 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
[High school students - Atmosphere of language lessons] % 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
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to select a passage they liked or disliked and explain why in their language lessons
[High school students - Atmosphere of language lessons] % of 15 year old students who are told to write a text related to what they have read in their language lessons
[High school students - Internet education] % of 15 year old students who have learned at school how to use keywords when using a search engine
[High school students - Internet education] % of 15 year old students who have learned at school how to decide whether to trust information from the Internet
[High school students - Internet education] % of 15 year old students who have learned at school how to compare different web pages and decide what information is more relevant
[High school students - Internet education] % of 15 year old students who have learned at school to understand the consequences of making information publicly available online
[High school students - Internet education] % 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
[High school students - Internet education] % of 15 year old students who have learned at school how to detect whether the information is subjective or biased
[High school students - Internet education] % of 15 year old students who have learned at school how to detect phishing or spam emails
[High school students - Reading] % of 15 year old students who read only if they have to
[High school students - Reading] % of 15 year old students who agree that reading is one of their favourite hobbies
[High school students - Reading] % of 15 year old students who like talking about books with other people
[High school students - Reading] % of 15 year old students who agree that reading is a waste of time
[High school students - Reading] % of 15 year old students who I read only to get information that they need
[High school students - Reading] % of 15-year olds who spontaneously read magazines several times a week
[High school students - Reading] % of 15-year olds who spontaneously read comic books several times a week
[High school students - Reading] % of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week
[High school students - Reading] % of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week
[High school students - Reading] % of 15-year olds who spontaneously read newspapers several times a week
[High school students - Reading] % of 15-year olds who read books more often in paper format
[High school students - Reading] % of 15-year olds who read books more often on digital devices
[High school students - Reading] % of 15-year olds who read books equally often in paper format and on digital devices
[High school students - Reading] % of 15-year olds who spend more than 1 hour a day reading for enjoyment
[High school students - Reading] % of 15-year olds who agree that they are good readers
[High school students - Reading] % of 15-year olds who agree that they are able to understand difficult texts
[High school students - Reading] % of 15-year olds who agree that they read fluently
[High school students - Reading] % of 15-year olds who agree that they have always had difficulty with reading
[High school students - Reading] % of 15-year olds who agree that they have to read a text several times before completely understanding it
[High school students - Reading] % of 15-year olds who agree that I find it difficult to answer questions about a text
[High school students - Internet use] % of 15-year olds who read emails several times a day
[High school students - Internet use] % of 15-year olds who chat on line several times a day
[High school students - Internet use] % of 15-year olds who read online news several times a day
[High school students - Internet use] % of 15-year olds who search information online to learn about a particular topic several times a day
[High school students - Internet use] % of 15-year olds who take part in online group discussions or forums several times a day
[High school students - Internet use] % of 15-year olds who search for practical information online several times a day
[High school students - Impression of PISA Reading Test] % of those who agree that there were many words they could not understand in the PISA test
[High school students - Impression of PISA Reading Test] % of those who agree that many texts were too difficult for them in the PISA test
[High school students - Impression of PISA Reading Test] % of those who agree that they were lost when they had to navigate between different pages in the PISA test
[High school students - learning method] 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
[High school students - learning method] Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text
[High school students - learning method] 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
[High school students - learning method] Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text
[High school students - learning method] Extent to which 15-year-olds think of summarising the text in their own words as useful for understanding and memorising the text
[High school students - learning method] Extent to which 15-year-olds think of reading the text aloud to another person as useful for understanding and memorising the text
[High school students - learning method] 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
[High school students - learning method] 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
[High school students - learning method] 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
[High school students - learning method] 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
[High school students - learning method] 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
[High school students - response to a junk mail] 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
[High school students - response to a junk mail] 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
[High school students - response to a junk mail] 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
[High school students - response to a junk mail] 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
[High school students - response to a junk mail] 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
[High school students - effort and failure] % of 15-year-olds who agree that trying hard at school will help me get a good job
[High school students - effort and failure] % of 15-year-olds who agree that trying hard at school will help me get into a good college
[High school students - effort and failure] % of 15-year-olds who agree that trying hard at school is important
[High school students - effort and failure] % of 15-year-olds who find satisfaction in working as hard as they can
[High school students - effort and failure] % of 15-year-olds who persist until a task is finished once they start
[High school students - effort and failure] % of 15-year-olds who enjoy doing things when they improve on their past performance
[High school students - effort and failure] % 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
[High school students - effort and failure] % of 15-year-olds who worry about what others think of when they are failing
[High school students - effort and failure] % of 15-year-olds who are afraid that they might not have enough talent when they are failing
[High school students - effort and failure] % of 15-year-olds who doubt their plans for the future when they are failing
[High school students - effort and failure] % of 15-year-olds who think that they canft change their intelligence very much
[High school students - effort and failure] % of 15-year-olds who enjoy working in situations involving competition with others
[High school students - effort and failure] % of 15-year-olds who agree that it is important for them to perform better than other people on a task
[High school students - competition and cooperation] % of 15-year-olds who try harder when they are in competition with other people
[High school students - competition and cooperation] % of 15-year-olds who think that students seem to value competition
[High school students - competition and cooperation] % of 15-year-olds who think that students are competing with each other
[High school students - competition and cooperation] % of 15-year-olds who think that students seem to share the feeling that competing with each other is important
[High school students - competition and cooperation] % of 15-year-olds who think that students feel that they are being compared with others
[High school students - competition and cooperation] % of 15-year-olds who think that students seem to value cooperation
[High school students - competition and cooperation] % of 15-year-olds who think that students are cooperating with each other
[High school students - competition and cooperation] % of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important
[High school students - competition and cooperation] % of 15-year-olds who think that they are encouraged to cooperate with others
[High school students - meaning of life] % of 15-year-olds who think that their life has clear meaning or purpose
[High school students - meaning of life] % of 15-year-olds who have discovered a satisfactory meaning in life
[High school students - meaning of life] % of 15-year-olds who have a clear sense of what gives meaning to their life
[High school students - feeling] % of 15-year-olds who always feel happy
[High school students - feeling] % of 15-year-olds who always feel scared
[High school students - feeling] % of 15-year-olds who always feel lively
[High school students - feeling] % of 15-year-olds who always feel miserable
[High school students - feeling] % of 15-year-olds who always feel proud
[High school students - feeling] % of 15-year-olds who always feel afraid
[High school students - feeling] % of 15-year-olds who always feel joyful
[High school students - feeling] % of 15-year-olds who always feel sad
[High school students - feeling] % of 15-year-olds who always feel cheerful
[High school students - goals in school] % of 15-year-olds who think that their goal in school is to learn as much as possible
[High school students - goals in school] % of 15-year-olds who think that their goal in school is to completely master the material presented in their classes
[High school students - goals in school] % of 15-year-olds who think that their goal in school is to understand the content of their classes as thoroughly as possible
[High school students - doing things in life] % of 15-year olds who usually manage one way or another
[High school students - doing things in life] % of 15-year olds who feel proud that they have accomplished things
[High school students - doing things in life] % of 15-year olds who feel that they can handle many things at a time
[High school students - doing things in life] % of 15-year olds who can usually find their way out in a difficult situation
[High school students - feeling at school] % of 15-year olds who feel like an outsider (or left out of things)
[High school students - feeling at school] % of 15-year olds who make friends easily at school
[High school students - feeling at school] % of 15-year olds who feel like they belong at school.
[High school students - feeling at school] % of 15-year olds who feel awkward and out of place in their school.
[High school students - feeling at school] % of 15-year olds who think that other students seem to like them
[High school students - feeling at school] % of 15-year olds who feel lonely at school
[High school students - family support] % of 15-year olds who think that their parents support their educational efforts and achievements
[High school students - family support] % of 15-year olds who think that their parents support them when they are facing difficulties at school
[High school students - family support] % of 15-year olds who think that their parents encourage them to be confident
[High school students - laziness and bullying] % of 15-year olds who have ever skipped a whole school day in the last two weeks
[High school students - laziness and bullying] % of 15-year olds who have ever skipped some classes in the last two weeks
[High school students - laziness and bullying] % of 15-year olds who have ever arrived late for school in the last two weeks
[High school students - laziness and bullying] % of 15-year olds who have ever been made fun of by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds who have ever been left out of things by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds who have ever been threatened by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds whose belongings have ever been taken away or destroyed by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds who have ever been hit or pushed around by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds whose nasty rumours have ever been spread by other students during the past 12 months
[High school students - laziness and bullying] % of 15-year olds who are irritated when nobody defends bullied students
[High school students - laziness and bullying] % of 15-year olds who agree that it is a good thing to help students who canft defend themselves
[High school students - laziness and bullying] % of 15-year olds who agree that it is a wrong thing to join in bullying
[High school students - laziness and bullying] % of 15-year olds who feel bad seeing other students bullied
[High school students - laziness and bullying] % of 15-year olds who like to see someone standing up for bullied students
[High school students - learning foreign language] Average hours per week to spend learning foreign language out of school
[High school students - learning foreign language] Dispersion (S.E.) of hours per week to spend learning foreign language out of school
[High school students - problem solving] % of 15 year old students who definitely check brochure to check how to get to the zoo
[High school students - problem solving] % of 15 year old students who definitely study a map and work out the best route
[High school students - problem solving] % of 15 year old students who definitely leave it to their brother to worry about how to get there
[High school students - problem solving] % of 15 year old students who definitely suggest just to start driving
[High school students - problem solving] % of 15 year old students who definitely check similarities with the machines they have used when the ticket machine is new
[High school students - problem solving] % of 15 year old students who definitely try out all the buttons to see what happens when the ticket machine is new
[High school students - problem solving] % of 15 year old students who definitely ask someone for help when the ticket machine is new
[High school students - problem solving] % of 15 year old students who definitely try to find a ticket office when the ticket machine is new
[University] % of 25-64 year olds that has attained tertiary education
[University] % of 25-64 year olds that has attained short-cycle tertiary education
[University] % of 25-64 year olds that has attained Bachelorfs or higher
[University] % of 25-34 year olds that has attained tertiary education
[University] % of 25-34 year olds that has attained short-cycle tertiary education
[University] % of 25-34 year olds that has attained Bachelorfs or higher
[University] % of those who think that only students from the best secondary schools can obtain a university education
[University] % of those who think that only the rich can afford a university education
[University] % of those who think that university is open to every gender, ethnicity or social background
[University] Private spending on tertiary education (% of total spending on tertiary education)
[University] Household spending on tertiary education (% of total spending on tertiary education)
[University] Average tuition fees charged by public institutions (10,000 JPY)
[University] % of students who benefit from public loans and/or scholarships/grants
[University] % of those who agree that the government is responsible for giving financial help to university students from low-income families
[University] % of international students in tertiary enrolments
[University] Students studying abroad as % of the total tertiary enrolment in that country
[University] Number of researchers in higher education (per thousand employment)
[University] Number of doctoral graduates
[University] Graduation rates at doctorate level
[Mass media] % of respondents reporting high levels of trust in media
[Mass media] % of those who have contacted or appeared in the media to express their views
[Mass media] % of those who watch TV, DVD, videos in their free time daily
[Mass media] % of those who get much enjoyment from watching TV, DVD, videos
[Mass media] % of Grade 4 students who watch television and videos for less than 1 hour per day
[Mass media] % of Grade 4 students who watch television and videos for more than 2 hours per day
[Mass media] % of Grade 8 students who watch television and videos for less than 1 hour per day
[Mass media] % of Grade 8 students who watch television and videos for more than 2 hours per day
[Mass media] % of those who think that television should give preference to the country's own films and programmes
[Mass media] Daily newspapers: number of titles
[Mass media] Daily newspapers: Number of titles per 1 million inhabitants
[Mass media] Daily newspapers: Total average circulation
[Mass media] Daily newspapers: Total average circulation per 1,000 inhabitants
[Mass media] Newspaper journalists (headcounts)
[Mass media] Newspaper journalists (headcounts) per 1,000,000 inhabitants
[Mass media] Ratio of female newspaper journalists (male=100)
[Mass media] % of those who think that the media has the most influence on the actions of the government
Period:
2010
Area:
World
\n
Major advanced countries
\n
Nordic and major advanced countries
\n
OECD members
\n
EU27
\n
EU+Japan
\n
Europe
\n
ASIA
\n
TPP
\n
Latin America
\n
Africa
\n
25 countries/ areas
Highlight:
(No highlight)
Japan
Nordic and Japan
----------
Australia
Austria
Belgium
Canada
Chile
Denmark
Estonia
Finland
Hungary
Iceland
Ireland
Japan
Luxembourg
Netherlands
New Zealand
Norway
Poland
Portugal
Slovakia
Slovenia
Spain
Sweden
Switzerland
United Kingdom
United States
1
Luxembourg
41.4%
2
Australia
21.2%
3
United Kingdom
16.0%
4
Austria
15.4%
4
Switzerland
15.4%
6
New Zealand
14.2%
7
Belgium
8.8%
8
Denmark
7.5%
9
Ireland
7.0%
10
Sweden
6.9%
11
Canada
6.6%
12
Iceland
4.9%
13
Netherlands
4.3%
14
Finland
4.1%
15
Hungary
4.0%
16
Japan
3.4%
16
Slovakia
3.4%
16
United States
3.4%
19
Spain
3.0%
20
Portugal
2.9%
21
Estonia
1.8%
22
Slovenia
1.7%
23
Norway
1.5%
24
Poland
0.9%
25
Chile
0.7%
No data for 213 countries.
Afghanistan/ Albania/ Algeria/ American Samoa/ Andorra/ Angola/ Anguilla/ Antigua and Barbuda/ Argentina/ Armenia/ Aruba/ Azerbaijan/ Bahamas/ Bahrain/ Bangladesh/ Barbados/ Belarus/ Belize/ Benin/ Bermuda/ Bhutan/ Bolivia/ Bosnia and Herzegovina/ Botswana/ Brazil/ British Virgin Islands/ Brunei Darussalam/ Bulgaria/ Burkina Faso/ Burundi/ Cambodia/ Cameroon/ Cape Verde/ Cayman Islands/ Central African Republic/ Chad/ Channel Islands/ China/ Colombia/ Comoros/ Democratic Republic of Congo/ Republic of Congo/ Cook Islands/ Costa Rica/ Cote dIvoire/ Croatia/ Cuba/ Curacao/ Cyprus/ Czech Republic/ Djibouti/ Dominica/ Dominican Republic/ Ecuador/ Egypt/ El Salvador/ Equatorial Guinea/ Eritrea/ Eswatini/ Ethiopia/ Faeroe Islands/ Falkland Islands (Malvinas)/ Fiji/ France/ French Guiana/ French Polynesia/ Gabon/ Gambia/ Georgia/ Germany/ Ghana/ Gibraltar/ Greece/ Greenland/ Grenada/ Guadeloupe/ Guam/ Guatemala/ Guernsey/ Guinea/ Guinea-Bissau/ Guyana/ Haiti/ Holy See (Vatican City)/ Honduras/ Hong Kong, China/ India/ Indonesia/ Iran/ Iraq/ Israel/ Italy/ Jamaica/ Jersey/ Jordan/ Kazakhstan/ Kenya/ Kiribati/ North Korea/ Republic of Korea/ Kosovo/ Kuwait/ Kyrgyzstan/ Laos/ Latvia/ Lebanon/ Lesotho/ Liberia/ Libya/ Liechtenstein/ Lithuania/ Macao, China/ North Macedonia/ Madagascar/ Malawi/ Malaysia/ Maldives/ Mali/ Malta/ Man, Isle of/ Marshall Islands/ Martinique/ Mauritania/ Mauritius/ Mayotte/ Mexico/ Micronesia, Federated States of/ Moldova/ Monaco/ Mongolia/ Montenegro/ Montserrat/ Morocco/ Mozambique/ Myanmar (Burma)/ Namibia/ Nauru/ Nepal/ Netherlands Antilles/ New Caledonia/ Nicaragua/ Niger/ Nigeria/ Niue/ Northern Mariana Islands/ Oman/ Pakistan/ Palau/ Palestinian Territory/ Panama/ Papua New Guinea/ Paraguay/ Peru/ Philippines/ Pitcairn/ Puerto Rico/ Qatar/ Reunion/ Romania/ Russian Federation/ Rwanda/ St. Helena/ St. Kitts and Nevis/ St. Lucia/ St. Martin (French part)/ St. Pierre et Miquelon/ St. Vincent and the Grenadines/ Samoa/ San Marino/ Sao Tome and Principe/ Saudi Arabia/ Senegal/ Serbia/ Seychelles/ Sierra Leone/ Singapore/ Sint Maarten (Dutch part)/ Solomon Islands/ Somalia/ South Africa/ South Sudan/ Sri Lanka/ Sudan/ Suriname/ Syrian Arab Republic/ Taiwan/ Tajikistan/ Tanzania/ Thailand/ Timor-Leste/ Togo/ Tokelau/ Tonga/ Trinidad and Tobago/ Tunisia/ Turkiye/ Turkmenistan/ Turks and Caicos Islands/ Tuvalu/ Uganda/ Ukraine/ United Arab Emirates/ Uruguay/ Uzbekistan/ Vanuatu/ Venezuela/ Viet Nam/ Virgin Islands/ Wallis and Futuna Islands/ Western Sahara/ Yemen/ Zambia/ Zimbabwe
Source
OECD, Education at a glance 2011
Correlations with major national performance indices
Life satisfaction (10 steps)
No. of data
25
Regression equation
Y = 2.576416 X +
6.701
Correlation coefficient (r)
0.408
Coefficient of determination (R2)
0.166
GDP per capita (current US$)
No. of data
25
Regression equation
Y = 218768.427453 X +
35960.643
Correlation coefficient (r)
0.664
Coefficient of determination (R2)
0.441
Life expectancy at birth - Both sexes (years)
No. of data
25
Regression equation
Y = 7.125367 X +
80.393
Correlation coefficient (r)
0.275
Coefficient of determination (R2)
0.076
Fertility rate, total (births per woman)
No. of data
25
Regression equation
Y = -0.157870 X +
1.531
Correlation coefficient (r)
-0.114
Coefficient of determination (R2)
0.013
Suicide - all ages (per 100,000 population)
No. of data
25
Regression equation
Y = -4.874589 X +
13.271
Correlation coefficient (r)
-0.142
Coefficient of determination (R2)
0.020
