Heavily indebted poor countries (HIPC) | Progression to secondary school (%)
Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year). Development relevance: The effective transition rate from primary to secondary education conveys the degree of access or transition between the two levels. As completing primary education is a prerequisite for participating in lower secondary education, growing numbers of primary completers will inevitably create pressure for more available places at the secondary level. A low effective transition rate can signal such problems as an inadequate examination and promotion system or insufficient secondary education capacity. Limitations and exceptions: The quality of data on the transition rate is affected when new entrants and repeaters are not correctly distinguished. Students who interrupt their studies after completing primary education could also affect data quality. Statistical concept and methodology: Effective transition rate is calculated by dividing the number of new entrants in the first grade of secondary education in a given year (t) by the number of students who enrolled in the final grade of primary education in the previous school year (t-1) minus the number of repeaters from the last grade of primary education in the given year (t), and multiplying by 100. Data on education are collected by the UNESCO Institute for Statistics from official responses to its annual education survey. All the data are mapped to the International Standard Classification of Education (ISCED) to ensure the comparability of education programs at the international level. The current version was formally adopted by UNESCO Member States in 2011. The reference years reflect the school year for which the data are presented. In some countries the school year spans two calendar years (for example, from September 2010 to June 2011); in these cases the reference year refers to the year in which the school year ended (2011 in the example).
Publisher
The World Bank
Origin
Heavily indebted poor countries (HIPC)
Records
63
Source
Heavily indebted poor countries (HIPC) | Progression to secondary school (%)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970 60.24307
1971 60.02666
1972 58.47877
1973 57.2279
1974 57.41864
1975 56.8622
1976 57.21872
1977 56.83905
1978 57.06904
1979 57.2568
1980 56.89939
1981 51.13896
1982 53.2167
1983 53.08541
1984 52.26826
1985 55.42514
1986 56.38502
1987 57.51426
1988 58.79147
1989 59.17167
1990 59.07221
1991 58.48162
1992 59.37771
1993 58.41248
1994 59.93855
1995 61.29554
1996 62.84894
1997 62.38193
1998 65.41468
1999 64.81172
2000 65.96321
2001 66.23225
2002 66.62213
2003 69.4215
2004 72.27621
2005 73.33933
2006 75.92906
2007 77.63054
2008 74.96795
2009 75.80073
2010 76.61391
2011 77.56065
2012 76.65342
2013 77.26583
2014 77.3239
2015 77.62274
2016 76.71728
2017 76.07924
2018
2019
2020
2021
2022
Heavily indebted poor countries (HIPC) | Progression to secondary school (%)
Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year). Development relevance: The effective transition rate from primary to secondary education conveys the degree of access or transition between the two levels. As completing primary education is a prerequisite for participating in lower secondary education, growing numbers of primary completers will inevitably create pressure for more available places at the secondary level. A low effective transition rate can signal such problems as an inadequate examination and promotion system or insufficient secondary education capacity. Limitations and exceptions: The quality of data on the transition rate is affected when new entrants and repeaters are not correctly distinguished. Students who interrupt their studies after completing primary education could also affect data quality. Statistical concept and methodology: Effective transition rate is calculated by dividing the number of new entrants in the first grade of secondary education in a given year (t) by the number of students who enrolled in the final grade of primary education in the previous school year (t-1) minus the number of repeaters from the last grade of primary education in the given year (t), and multiplying by 100. Data on education are collected by the UNESCO Institute for Statistics from official responses to its annual education survey. All the data are mapped to the International Standard Classification of Education (ISCED) to ensure the comparability of education programs at the international level. The current version was formally adopted by UNESCO Member States in 2011. The reference years reflect the school year for which the data are presented. In some countries the school year spans two calendar years (for example, from September 2010 to June 2011); in these cases the reference year refers to the year in which the school year ended (2011 in the example).
Publisher
The World Bank
Origin
Heavily indebted poor countries (HIPC)
Records
63
Source