Progression to secondary school, female (%) - Country Ranking - Europe

Definition: 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).

Source: UNESCO Institute for Statistics (http://uis.unesco.org/)

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 Cyprus 100.00 2016
1 Spain 100.00 2016
1 San Marino 100.00 2011
4 Estonia 99.97 2016
5 United Kingdom 99.96 2016
6 Slovenia 99.93 2016
7 Italy 99.90 2016
8 Czech Republic 99.89 2016
9 Denmark 99.88 2016
10 Serbia 99.85 2017
11 Switzerland 99.83 2016
12 Finland 99.79 2016
13 North Macedonia 99.72 2014
14 Montenegro 99.68 2017
15 Ukraine 99.66 2017
16 Poland 99.53 2016
17 Turkey 99.53 2015
18 Austria 99.52 2016
19 Lithuania 99.35 2016
20 Norway 99.33 2016
21 Iceland 99.33 2011
22 Latvia 99.20 2016
23 Slovak Republic 99.16 2016
24 Sweden 99.12 2016
25 Romania 99.07 2016
26 Germany 98.98 2016
27 Hungary 98.98 2016
28 Bulgaria 98.84 2016
29 Greece 98.83 2016
30 Belarus 98.71 2017
31 Moldova 98.69 2017
32 Albania 98.47 2017
33 Croatia 98.40 2016
34 Bosnia and Herzegovina 98.07 2017
35 Malta 97.74 2016
36 Luxembourg 96.14 1978
37 Liechtenstein 95.60 2016
38 Portugal 93.97 1975
39 Belgium 86.15 1976
40 Netherlands 77.47 1984

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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.

Other Notes: Data retrieved via API in March 2019. For detailed information on the observation level (e.g. National Estimation, UIS Estimation, or Category not applicable), please visit UIS.Stat (http://data.uis.unesco.org/).

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).

Aggregation method: Weighted average

Periodicity: Annual