{"id":"uis.uis-math-primary-highses.cog.annual","dataset_id":"uis-math-primary-highses","indicator":"uis-math-primary-highses","geography":"COG","frequency":"annual","unit":"percent","start_period":"2014","end_period":"2014","org":"UIS","original_indicator":"MATH.PRIMARY.HIGHSES","url":"https://databrowser.uis.unesco.org/indicators/MATH.PRIMARY.HIGHSES","retrieved_at":"2026-11-07T23:22:27+00:00","version":"1","geography_name":"Congo","region":"Sub-Saharan Africa ","observations":[{"period":"2014","value":13.42,"flags":""}],"indicator_name":"Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background, both sexes","topic":"Education","source":"uis","provenance":{"organization":"UIS","original_indicator":"MATH.PRIMARY.HIGHSES","url":"https://databrowser.uis.unesco.org/indicators/MATH.PRIMARY.HIGHSES","retrieved_at":"2026-11-07T23:22:27+00:00","version":"1","license":"see source"}}