South Asia (IDA & IBRD) | Progression to secondary school, female (%)

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
South Asia (IDA & IBRD)
Records
63
Source
South Asia (IDA & IBRD) | Progression to secondary school, female (%)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
1974
1975
1976
1977
1978
1979
1980
1981
1982
1983
1984
79.70671 1985
80.10338 1986
82.87674 1987
74.73043 1988
75.50073 1989
76.56407 1990
77.77803 1991
78.99846 1992
80.21269 1993
81.47135 1994
82.71157 1995
83.93976 1996
85.1275 1997
86.29467 1998
87.49351 1999
86.87778 2000
89.25374 2001
91.28437 2002
85.41895 2003
86.19562 2004
87.41181 2005
88.25425 2006
88.49238 2007
89.3026 2008
90.29702 2009
90.75379 2010
90.97846 2011
90.19353 2012
90.29015 2013
89.59067 2014
90.72861 2015
89.68054 2016
91.43389 2017
2018
2019
2020
2021
2022

South Asia (IDA & IBRD) | Progression to secondary school, female (%)

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
South Asia (IDA & IBRD)
Records
63
Source