Middle East & North Africa (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
Middle East & North Africa (IDA & IBRD countries)
Records
63
Source
Middle East & North Africa (IDA & IBRD countries) | Progression to secondary school (%)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971 70.19079
1972 70.70371
1973 71.96136
1974 74.16329
1975 78.15375
1976 75.10897
1977 77.64336
1978 70.92904
1979 77.13656
1980 78.4185
1981 79.13295
1982 81.18886
1983 82.15027
1984 81.75074
1985 84.30308
1986 83.24096
1987 83.86425
1988 84.82985
1989 86.2486
1990 85.36801
1991 88.10619
1992 88.49523
1993 89.01336
1994 89.0503
1995 89.02055
1996 89.30571
1997 89.326
1998 89.34758
1999 90.32055
2000 90.16124
2001 91.32652
2002 92.8451
2003 93.13062
2004 90.7678
2005 89.50512
2006 90.99367
2007 91.30304
2008 91.4833
2009 90.87321
2010 90.54316
2011 89.88857
2012 86.08582
2013 86.8524
2014 87.69206
2015 89.10667
2016 90.97422
2017 91.53073
2018
2019
2020
2021
2022

Middle East & North Africa (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
Middle East & North Africa (IDA & IBRD countries)
Records
63
Source