Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, non-immigrant background (All Arab Countries, 1995–2018)
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, non-immigrant background (All Arab Countries, 1995–2018)
Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, non-immigrant background (All Arab Countries, 1995–2018)
| Location | Year | value |
|---|---|---|
| Algeria | 2015 | 19.54 |
| Jordan | 2006 | 32.41 |
| Jordan | 2009 | 34.29 |
| Jordan | 2012 | 31.6 |
| Jordan | 2015 | 33.28 |
| Jordan | 2018 | 40.85 |
| Qatar | 2007 | 1.14 |
| Qatar | 2011 | 18.84 |
| Qatar | 2015 | 55.88 |
| United Arab Emirates | 2011 | 34.46 |
| United Arab Emirates | 2015 | 65.93 |
| Tunisia | 2003 | 22.28 |
| Tunisia | 2006 | 28.07 |
| Tunisia | 2009 | 26.51 |
| Tunisia | 2012 | 32.65 |
| Tunisia | 2015 | 26.6 |
| Lebanon | 2003 | 25.1 |
| Lebanon | 2007 | 5.25 |
| Lebanon | 2011 | 38.93 |
| Lebanon | 2015 | 30.59 |
| Oman | 2007 | 2.71 |
| Oman | 2011 | 15.29 |
| Oman | 2015 | 33.84 |
| Syria | 2003 | 6.35 |
| Syria | 2007 | 2.62 |
| Syria | 2011 | 18.57 |
| Kuwait | 1995 | 23.73 |
| Kuwait | 2007 | 2.31 |
| Kuwait | 2015 | 35.73 |
| Saudi Arabia | 2003 | 4.98 |
| Saudi Arabia | 2007 | 1.81 |
| Saudi Arabia | 2011 | 20.06 |
| Saudi Arabia | 2015 | 25.7 |
| Palestine | 2003 | 14.79 |
| Palestine | 2007 | 3.51 |
| Palestine | 2011 | 26.1 |
| Morocco | 1999 | 2.62 |
| Morocco | 2003 | 3.33 |
| Morocco | 2007 | 4.61 |
| Morocco | 2011 | 12.4 |
| Morocco | 2015 | 11.72 |
| Egypt | 2003 | 15.86 |
| Egypt | 2007 | 1.95 |
| Egypt | 2015 | 15.59 |
| Bahrain | 2003 | 13.46 |
| Bahrain | 2007 | 4.23 |
| Bahrain | 2011 | 23.3 |
| Bahrain | 2015 | 52.71 |
Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, non-immigrant background (All Arab Countries, 1995–2018)
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, non-immigrant background (All Arab Countries, 1995–2018)