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-end-lower-secondary-achieving-minimum-proficiency-level-mathematics",
            
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  "notes": "###Definition:\r\n* __Percentage of children/young people 
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  "notes": "###Definition:\r\n* Percentage of children/young people at 
            
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at the end of lower secondary achieving at least a minimum proficiency 
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the end of lower secondary achieving at least a minimum proficiency 
            
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level in mathematics__ refers to proportion of students who graduate 

            
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from lower secondary school and demonstrate a basic understanding of 

            
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mathematical concepts.\r\n###Unit of Measure:\r\n* Percent 
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level in mathematics\r\n###Unit of Measure:\r\n* Percent 
            
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(%)\r\n###Year:\r\n* 2015\r\n###Source:\r\n* UN (Ujian 
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(%)\r\n###Year:\r\n* 2015\r\n###SDG Indicator:\r\n* __4.1.1__ 
            
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National/National Examination)\r\n###SDG Indicator:\r\n* __4.1.1__ 

            
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Proportion of children and young people (a) in grades 2/3; (b) at the 
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Proportion of children and young people (a) in grades 2/3; (b) at the 
            
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end of primary; and (c) at the end of lower secondary achieving at 
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end of primary; and (c) at the end of lower secondary achieving at 
            
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least a minimum proficiency level in (i) reading and (ii) mathematics, 
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least a minimum proficiency level in (i) reading and (ii) mathematics, 
            
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by sex\r\n###CPAP Outcome:\r\n* Education for Early Childhood and 
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by sex\r\n###CPAP Outcome:\r\n* Education for Early Childhood and 
            
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Adolescent Development\r\n###CPAP Output:\r\n* 2.1 Basic education",
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Adolescent Development\r\n###CPAP Output:\r\n* 2.1 Basic education",
            
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is an agency of the United Nations responsible for providing 
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is an agency of the United Nations responsible for providing 
            
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      "description": "###Definition:\r\n* Percentage of children/young 
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      "description": "###Definition:\r\n* Percentage of children/young 
            
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people at the end of lower secondary achieving at least a minimum 
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people at the end of lower secondary achieving at least a minimum 
            
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proficiency level in mathematics in 34 provinces and 
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proficiency level in mathematics in 34 provinces and 
            
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Indonesia.\r\n###Unit of Measure:\r\n* Percent (%)\r\n###Year:\r\n* 
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Indonesia.\r\n###Unit of Measure:\r\n* Percent (%)\r\n###Year:\r\n* 
            
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2015\r\n###Source:\r\n* UN (Ujian National/National 
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2015\r\n###Source:\r\n* UN (Ujian National/National 
            
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Examination)\r\n###SDG Indicator:\r\n* __4.1.1__ Proportion of 
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Examination)\r\n###SDG Indicator:\r\n* __4.1.1__ Proportion of 
            
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children and young people (a) in grades 2/3; (b) at the end of 
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children and young people (a) in grades 2/3; (b) at the end of 
            
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primary; and (c) at the end of lower secondary achieving at least a 
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primary; and (c) at the end of lower secondary achieving at least a 
            
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minimum proficiency level in (i) reading and (ii) mathematics, by 
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minimum proficiency level in (i) reading and (ii) mathematics, by 
            
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sex\r\n###CPAP Outcome:\r\n* Education for Early Childhood and 
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sex\r\n###CPAP Outcome:\r\n* Education for Early Childhood and 
            
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Adolescent Development\r\n###CPAP Output:\r\n* 2.1 Basic education",
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people at the end of lower secondary achieving at least a minimum 
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people at the end of lower secondary achieving at least a minimum 
            
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proficiency level in mathematics in 34 provinces and Indonesia, 
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proficiency level in mathematics in 34 provinces and Indonesia, 
            
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aggregated by gender.\r\n###Unit of Measure:\r\n* Percent 
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aggregated by gender.\r\n###Unit of Measure:\r\n* Percent 
            
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(%)\r\n###Year:\r\n* 2015\r\n###Source:\r\n* UN (Ujian 
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(%)\r\n###Year:\r\n* 2015\r\n###Source:\r\n* UN (Ujian 
            
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National/National Examination)\r\n###SDG Indicator:\r\n* __4.1.1__ 
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National/National Examination)\r\n###SDG Indicator:\r\n* __4.1.1__ 
            
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Proportion of children and young people (a) in grades 2/3; (b) at the 
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Proportion of children and young people (a) in grades 2/3; (b) at the 
            
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end of primary; and (c) at the end of lower secondary achieving at 
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end of primary; and (c) at the end of lower secondary achieving at 
            
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least a minimum proficiency level in (i) reading and (ii) mathematics, 
94
least a minimum proficiency level in (i) reading and (ii) mathematics, 
            
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by sex\r\n###CPAP Outcome:\r\n* Education for Early Childhood and 
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by sex\r\n###CPAP Outcome:\r\n* Education for Early Childhood and 
            
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Adolescent Development\r\n###CPAP Output:\r\n* 2.1 Basic education",
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  "title": "Percentage of children/young people at the end of lower 
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  "title": "Percentage of children/young people at the end of lower 
            
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secondary achieving at least a minimum proficiency level in 
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secondary achieving at least a minimum proficiency level in 
            
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mathematics",
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