Least developed countries: UN classification | 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
Least developed countries: UN classification
Records
63
Source
Least developed countries: UN classification | Progression to secondary school (%)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972 59.27345
1973 55.75218
1974 56.15285
1975 55.66514
1976 55.63158
1977 55.7926
1978 55.78666
1979 55.93769
1980 55.78497
1981 53.01728
1982 53.37532
1983 53.65373
1984 52.94458
1985 55.5365
1986 56.5503
1987 57.52447
1988 57.90667
1989 58.17553
1990 58.97893
1991 59.17929
1992 60.60057
1993 60.51006
1994 62.33673
1995 64.06114
1996 65.92891
1997 66.78421
1998 69.32083
1999 69.62597
2000 71.181
2001 73.32363
2002 73.86902
2003 75.82079
2004 77.92834
2005 78.88367
2006 79.83114
2007 80.64062
2008 78.23035
2009 79.10233
2010 79.84482
2011 80.69428
2012 80.55838
2013 80.69678
2014 80.20285
2015 80.76135
2016 80.04879
2017 79.96221
2018
2019
2020
2021
2022

Least developed countries: UN classification | 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
Least developed countries: UN classification
Records
63
Source