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proficiency in knowledge of environmental science and geoscienceData sourceThe data was sourced from the latest cycle of the IEA Trends in International Mathematics and Science Study (TIMSS).Source definitionUNESCO Institute for Statistics http://tcg.uis.unesco.org/wp-content/uploads/sites/4/2020/09/Metadata-4.7.5.pdf..." /> <meta name="dcterms.issued" title="W3CDTF" content="2021-02-25" /> <meta name="dcterms.modified" title="W3CDTF" content="2024-09-10" /> <meta name="dcterms.language" title="ISO639-2" content="eng" /> <noscript><link rel="stylesheet" href="https://uis.unesco.org/profiles/wetkit/libraries/wet-boew/css/noscript.min.css" /></noscript> <script src="https://cdnjs.cloudflare.com/ajax/libs/babel-polyfill/6.13.0/polyfill.min.js"></script> <script src="https://component.uis.unesco.org/lib/js/es6-promise-3.2.2.js"></script> <meta name="google-site-verification" content="RJL0M747Ju5vg3WZTjibIpoC5rFF4XATSnb1S17HQHI" /> <title>Percentage of students in lower secondary showing 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class="pane-content"> <h1>Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience</h1> </div> </div> <div class="panel-separator"></div><div class="panel-bootstrap-pane well pane-entity-field pane-node-body page-body-left"> <div class="well-body"> <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><h2>Definition</h2><p>SDG Indicator 4.7.5: Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience</p><h2>Data source</h2><p>The data was sourced from the latest cycle of the IEA Trends in International Mathematics and Science Study (TIMSS).</p><h2>Source definition</h2><p>UNESCO Institute for Statistics <br /><a href="http://tcg.uis.unesco.org/wp-content/uploads/sites/4/2020/09/Metadata-4.7.5.pdf">http://tcg.uis.unesco.org/wp-content/uploads/sites/4/2020/09/Metadata-4....</a></p><h2>Calculation method</h2><p>Number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of proficiency in knowledge of environmental science and geoscience within a given country or region and expressed as a percentage of the total number of students at the same level of education and year.</p><h2>Data required</h2><p>• Distribution of the number of children and/or young people in lower secondary in a given year who have achieved the pre-defined level of proficiency in knowledge of environmental science and geoscience.<br />• Total number of children and/or young people in lower secondary who have participated in a given assessments.<br />• ISCED mapping by country.</p><h2>Interpretation</h2><p>The higher the percentage of students with an adequate understanding is, the better a given country is likely to be at building the foundations protecting the environment and earth.</p><h2>Limitations</h2><p>The source used to report was not designed to measure SDG 4.7.5. For this reason, the information has limitations related to the availability (e.g. the country coverage), sufficiency (e.g. inexistence of items to cover all the dimensions established in the global content framework), and relevance (e.g. the scales).</p><h2>Purpose</h2><p>This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education.</p><h2>Quality standards</h2><p>The UIS maintains a global database on learning assessments in basic education. The inclusion of a data point in the database focus on consistency and overall data quality based on a set of objective criteria that include: data sources must include proper documentation and are mapping adequately to the content framework; data values must be representative at the national population level; data producers have in place quality criteria that are transparent and endorsed by participating countries.</p><h2>Types of disaggregation</h2><p>Disaggregated by sex, location (rural/urban), and socio-economic status for each of the two components, cognitive and non cognitive, in the two dimensions, enjoyment of environmental science and geoscience and confidence in environmental science and geoscience.</p></div></div></div> </div> </div> </div> </div> <div class="row"> </div> <div class="row"> </div> <div class="row"> </div> <div class="row"> </div> <div class="row"> </div> </section> </div> </section> </div> </section> </main> <footer role="contentinfo" id="wb-info"> <div class="container"> <div class="topfooter hidden-xs"> <div class="row"> <div class="col-md-6"> <div class="row"> <div class="col-md-4"> <ul class="menu nav"><li class="first leaf"><a href="/en/home#tabs-0-uis_home_top_menus-1">Explore Themes</a></li> <li class="last leaf"><a href="http://data.uis.unesco.org">UIS.Stat</a></li> </ul> </div> <div class="col-md-4"> <ul class="menu nav"><li class="first leaf"><a href="/en/news">News</a></li> <li class="leaf"><a href="/en/documents">Document Library</a></li> <li class="leaf"><a href="/en/visualisations">Visualisation Gallery</a></li> <li class="last leaf"><a href="/en/methodology">Methodology</a></li> </ul> </div> <div class="col-md-4"> <ul class="menu nav"><li class="first leaf"><a href="/en/glossary">Glossary</a></li> <li class="leaf"><a href="/en/blog">Data for Sustainable Development - UIS Blog</a></li> <li class="last leaf"><a href="/en/events">Training and Workshops</a></li> </ul> </div> </div> </div> <div class="col-md-6 text-right"> <a href="/en/pinboard" class="btn btn-white btn-pill btn-pin">My Pins</a> </div> </div> </div> <div class="bottomfooter"> <div class="row"> <div class="col-md-6 col-md-push-6 footer-menu"> <ul class="menu nav"><li class="first leaf"><a href="http://uis.unesco.org/unesco-en.php">Privacy</a></li> <li class="leaf"><a href="/en/about-us">About us</a></li> <li class="leaf"><a href="/en/contact-us">Contact us</a></li> <li class="leaf"><a href="http://uis.unesco.org/unesco-en.php?redirect=2023">UNESCO website</a></li> <li class="leaf"><a href="https://twitter.com/UNESCOstat?lang=en"><i class="fa fa-twitter" aria-hidden="true"></i><span class="sr-only">Twitter</span></a></li> <li class="leaf"><a href="https://www.facebook.com/unesco/"><i class="fa fa-facebook" aria-hidden="true"></i><span class="sr-only">Facebook</span></a></li> <li class="last leaf"><a href="/en/news/rss"><i class="fa fa-rss" aria-hidden="true"></i><span class="sr-only">RSS</span></a></li> </ul> </div> <div class="col-md-6 col-md-pull-6 terms-menu"> <span>©2025 UNESCO Institute of Statistics</span> <ul class="menu nav"><li class="first leaf"><a href="http://uis.unesco.org/en/employment-and-procurement">Join us.</a></li> <li class="last leaf"><a href="http://uis.unesco.org/en/terms-and-conditions">Terms and Conditions</a></li> </ul> </div> </div> </div> </div> </footer>  <script src="https://uis.unesco.org/profiles/wetkit/libraries/wet-boew/js/wet-boew.min.js?v=4.0.41"></script>   <script src="https://uis.unesco.org/profiles/wetkit/libraries/theme-gcweb/js/theme.min.js?v=9.1.0"></script> <script src="https://uis.unesco.org/sites/default/files/js/js_7Ukqb3ierdBEL0eowfOKzTkNu-Le97OPm-UqTS5NENU.js"></script> <script src="https://uis.unesco.org/sites/default/files/js/js_MRdvkC2u4oGsp5wVxBG1pGV5NrCPW3mssHxIn6G9tGE.js"></script> </body> </html>