variables: 948589

This table contains all the variables of all the datasets we have at Our World In Data. Note that this includes only the information about the variables like name and default display settings, not the data itself.

Data license: CC-BY

This data as json

id name unit description createdAt updatedAt code coverage timespan datasetId sourceId shortUnit display columnOrder originalMetadata grapherConfigAdmin shortName catalogPath dimensions schemaVersion processingLevel processingLog titlePublic titleVariant attributionShort attribution descriptionShort descriptionFromProducer descriptionKey descriptionProcessing licenses license grapherConfigETL type sort dataChecksum metadataChecksum
948589 Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, both sexes (%), READ.LOWERSEC %   2024-07-09 16:20:27 2024-07-09 16:20:27     2000-2022 6611   % 
{
    "unit": "%",
    "shortUnit": "%",
    "numDecimalPlaces": 1
}
 0     proportion_of_students_at_the_end_of_lower_secondary_education_achieving_at_least_a_minimum_proficiency_level_in_reading__both_sexes__pct__read_lowersec grapher/unesco/2024-06-25/education_sdgs/education_sdgs#proportion_of_students_at_the_end_of_lower_secondary_education_achieving_at_least_a_minimum_proficiency_level_in_reading__both_sexes__pct__read_lowersec   2               Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in reading. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluación de la Calidad de la Educación (LLECE), Programme d’analyse des systèmes éducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People’s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/ 
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