Latin America & the Caribbean (IDA & IBRD countries) | 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
Latin America & the Caribbean (IDA & IBRD countries)
Records
63
Source
Latin America & the Caribbean (IDA & IBRD countries) | Progression to secondary school (%)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970 63.96928
1971 70.74123
1972 79.23121
1973 79.33957
1974 79.85158
1975 80.43198
1976 82.20837
1977 82.41112
1978 84.10061
1979 85.39872
1980 83.67389
1981 87.4483
1982 86.75624
1983 82.36908
1984 82.97794
1985 84.91452
1986 85.1642
1987 85.60482
1988 86.05611
1989 87.33932
1990 88.18857
1991 89.74339
1992 90.67916
1993 89.74826
1994 90.55851
1995 90.91665
1996 91.28658
1997 91.83754
1998 93.01483
1999 93.53196
2000 93.75601
2001 94.85292
2002 94.49527
2003 94.0383
2004 94.05214
2005 94.16532
2006 94.47411
2007 94.39391
2008 94.8494
2009 94.62635
2010 94.6471
2011 94.47452
2012 94.66631
2013 94.77297
2014 94.645
2015 94.69701
2016 94.77442
2017 94.93605
2018
2019
2020
2021
2022

Latin America & the Caribbean (IDA & IBRD countries) | 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
Latin America & the Caribbean (IDA & IBRD countries)
Records
63
Source