Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, urban areas (All Arab Countries, 1995–2018)
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, urban areas (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, urban areas (All Arab Countries, 1995–2018)
| Location | Year | value |
|---|---|---|
| Bahrain | 2003 | 13.27 |
| Bahrain | 2007 | 19.82 |
| Bahrain | 2011 | 15.19 |
| Bahrain | 2015 | 36.36 |
| Egypt | 2003 | 28.78 |
| Egypt | 2007 | 26.5 |
| Egypt | 2015 | 24.95 |
| Jordan | 2006 | 39.79 |
| Jordan | 2009 | 38.35 |
| Jordan | 2012 | 35.94 |
| Jordan | 2018 | 48.02 |
| Lebanon | 2003 | 26.4 |
| Lebanon | 2007 | 52.09 |
| Lebanon | 2011 | 37.6 |
| Lebanon | 2015 | 44.3 |
| Morocco | 1995 | 5.96 |
| Morocco | 1999 | 4.6 |
| Morocco | 2003 | 9.21 |
| Morocco | 2007 | 11.7 |
| Morocco | 2011 | 14.87 |
| Morocco | 2015 | 16.9 |
| Saudi Arabia | 2003 | 4.86 |
| Saudi Arabia | 2007 | 3.32 |
| Saudi Arabia | 2011 | 19.33 |
| Saudi Arabia | 2015 | 14.1 |
| Oman | 2007 | 7.49 |
| Oman | 2011 | 18.76 |
| Oman | 2015 | 25.75 |
| Qatar | 2007 | 18.25 |
| Qatar | 2011 | 25.32 |
| Qatar | 2015 | 25.56 |
| Syria | 2003 | 8.69 |
| Syria | 2007 | 13.17 |
| Syria | 2011 | 18.76 |
| Tunisia | 2003 | 27.4 |
| Tunisia | 2006 | 32.95 |
| Tunisia | 2009 | 30.85 |
| Tunisia | 2012 | 35.62 |
| United Arab Emirates | 2011 | 46.78 |
| United Arab Emirates | 2015 | 51.51 |
| Kuwait | 2007 | 1.53 |
| Kuwait | 2015 | 18.01 |
| Palestine | 2003 | 18.43 |
| Palestine | 2007 | 20.11 |
| Palestine | 2011 | 27.89 |
Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, urban areas (All Arab Countries, 1995–2018)
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, urban areas (All Arab Countries, 1995–2018)