Brasil - Alumnos que pasan a la escuela secundaria
Transición a la escuela secundaria, mujeres (%)
Definición: 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).
Fuente: Instituto de Estadística de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO).
Ver también:
| Año | Valor |
|---|---|
| 1971 | 66.16 |
| 1972 | 86.82 |
| 1973 | 86.19 |
Transición a la escuela secundaria, varones (%)
Definición: 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).
Fuente: Instituto de Estadística de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO).
Ver también:
| Año | Valor |
|---|---|
| 1971 | 72.96 |
| 1972 | 90.28 |
| 1973 | 90.77 |
Transición a la escuela secundaria (%)
Transición a la escuela secundaria (%) en Brasil fue 95.22 en 2003. Su valor más alto durante los últimos 33 años fue 100.00 en 1991, mientras que su valor más bajo fue 55.06 en 1970.
Definición: Number of students admitted to the first grade of a higher level of education in a given year, expressed as a percentage of the number of students enrolled in the final grade of the lower level of education in the previous year. Divide the number of new entrants in the first grade of the specified higher cycle or level of education by the number of pupils who were enrolled in the final grade of the preceding cycle or level of education in the previous school year, and multiply by 100. High transition rates indicate a high level of access or transition from one level of education to the next. They also reflect the intake capacity of the next level of education. Inversely, low transition rates can signal problems in the bridging between two cycles or levels of education, due to either deficiencies in the examination system, or inadequate admission capacity in the higher cycle or level of education, or both. This indicator can be distorted by incorrect distinction between new entrants and repeaters, especially in the first grade of the specified higher level of education. Students who interrupted their studies for one or more years after having completed the lower level of education, together with the migrant students, could also affect the quality of this indicator.
Fuente: Instituto de Estadística de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco).
Ver también:
| Año | Valor |
|---|---|
| 1970 | 55.06 |
| 1971 | 69.47 |
| 1972 | 88.50 |
| 1973 | 88.41 |
| 1974 | 88.85 |
| 1975 | 89.02 |
| 1976 | 92.72 |
| 1977 | 92.77 |
| 1978 | 92.13 |
| 1979 | 93.77 |
| 1980 | 89.00 |
| 1981 | 94.47 |
| 1983 | 89.84 |
| 1984 | 91.96 |
| 1991 | 100.00 |
| 1992 | 99.08 |
| 1993 | 95.71 |
| 2000 | 97.88 |
| 2001 | 97.91 |
| 2002 | 96.90 |
| 2003 | 95.22 |
Clasificación
Tema: Indicadores tema Educación
Sub-tema: Eficiencia
