Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background(All Arab Countries, 2003–2018)
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background(All Arab Countries, 2003–2018)
Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background(All Arab Countries, 2003–2018)
| Location | Year | value |
|---|---|---|
| Algeria | 2015 | 13.93 |
| Egypt | 2003 | 18.31 |
| Egypt | 2007 | 17.43 |
| Egypt | 2015 | 17.89 |
| Jordan | 2006 | 14.11 |
| Jordan | 2009 | 17.07 |
| Jordan | 2012 | 17.09 |
| Jordan | 2015 | 17.68 |
| Jordan | 2018 | 29.95 |
| Kuwait | 2007 | 2.68 |
| Kuwait | 2015 | 14.77 |
| Lebanon | 2003 | 23.13 |
| Lebanon | 2007 | 25.61 |
| Lebanon | 2011 | 21.36 |
| Lebanon | 2015 | 24.04 |
| Saudi Arabia | 2003 | 2.4 |
| Saudi Arabia | 2007 | 1.84 |
| Saudi Arabia | 2011 | 19.54 |
| Saudi Arabia | 2015 | 5.66 |
| Oman | 2007 | 12.73 |
| Oman | 2011 | 12.12 |
| Oman | 2015 | 23.82 |
| Palestine | 2003 | 18.01 |
| Palestine | 2007 | 12.96 |
| Palestine | 2011 | 21.29 |
| Qatar | 2007 | 0.23 |
| Qatar | 2011 | 45.91 |
| Qatar | 2015 | 32.12 |
| Tunisia | 2003 | 8.19 |
| Tunisia | 2006 | 13.1 |
| Tunisia | 2009 | 12.94 |
| Tunisia | 2012 | 20.12 |
| Tunisia | 2015 | 14.16 |
| United Arab Emirates | 2011 | 36.82 |
| United Arab Emirates | 2015 | 31.83 |
| Bahrain | 2003 | 10.31 |
| Bahrain | 2007 | 12.89 |
| Bahrain | 2011 | 16.81 |
| Bahrain | 2015 | 41.03 |
| Morocco | 2003 | 9.58 |
| Morocco | 2007 | 9.52 |
| Morocco | 2011 | 7.54 |
| Morocco | 2015 | 10.19 |
| Syria | 2003 | 7.9 |
| Syria | 2007 | 12.86 |
| Syria | 2011 | 13.18 |
Arab Region | Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background(All Arab Countries, 2003–2018)
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background(All Arab Countries, 2003–2018)