IndicatorName: Educational attainment, at least completed post-secondary, population 25+, female (%) (cumulative)

Longdefinition: The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.

Statisticalconceptandmethodology:
It is calculated by dividing the number of population ages 25 and older who attained or completed post-secondary non-tertiary education by the total population of the same age group and multiplying by 100. The number 0 means zero or small enough that the number would round to zero.

Data are collected by the UNESCO Institute for Statistics mainly from national population census, household survey, and labour force 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.


Developmentrelevance: A relative high concentration of the adult population in a given level of education reflects the capacity of the educational system in the corresponding level of education. Educational attainment is closely related to the skills and competencies of a country's population, and could be seen as a proxy of both the quantitative and qualitative aspects of the stock of human capital.

Limitationsandexceptions: Caution is required when using this indicator for cross-country comparison, since the countries do not always classify degrees and qualifications at the same International Standard Classification of Education (ISCED) levels, even if they are received at roughly the same age or after a similar number of years of schooling. Also, certain educational programmes and study courses cannot be easily classified according to ISCED. This indicator only measures educational attainment in terms of level of education attained, i.e. years of schooling, and do not necessarily reveal the quality of the education (learning achievement and other impacts).

Periodicity: Annual

Source: UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.

Topic: Education: Outcomes

License_Type: CC BY-4.0

name: Educational attainment, at least completed post-secondary, population 25+, female (%) (cumulative)

value: World Development Indicators

sourceNote: The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.

value: Education

value: Gender


sourceOrganization: UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 30, 2024. https://apiportal.uis.unesco.org/bdds.


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


name: Europe & Central Asia (excluding high income)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: Educational attainment, at least completed post-secondary, population 25+, male (%) (cumulative)


name: Educational attainment, at least completed post-secondary, population 25+, male (%) (cumulative)


IndicatorName: Educational attainment, at least completed post-secondary, population 25+, total (%) (cumulative)


name: Educational attainment, at least completed post-secondary, population 25+, total (%) (cumulative)


IndicatorName: Educational attainment, at least completed upper secondary, population 25+, female (%) (cumulative)

Longdefinition: The percentage of population ages 25 and over that attained or completed upper secondary education.

Statisticalconceptandmethodology:
It is calculated by dividing the number of population ages 25 and older who attained or completed upper secondary education by the total population of the same age group and multiplying by 100. The number 0 means zero or small enough that the number would round to zero.

Data are collected by the UNESCO Institute for Statistics mainly from national population census, household survey, and labour force 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.


name: Educational attainment, at least completed upper secondary, population 25+, female (%) (cumulative)

sourceNote: The percentage of population ages 25 and over that attained or completed upper secondary education.


IndicatorName: Educational attainment, at least completed upper secondary, population 25+, male (%) (cumulative)


name: Educational attainment, at least completed upper secondary, population 25+, male (%) (cumulative)


IndicatorName: Educational attainment, at least completed upper secondary, population 25+, total (%) (cumulative)


name: Educational attainment, at least completed upper secondary, population 25+, total (%) (cumulative)


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


Secondary education, duration (years)

IndicatorName: Secondary education, duration (years)

Longdefinition: Secondary duration refers to the number of grades (years) in secondary school.

Statisticalconceptandmethodology:
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. Aggregate data are based on World Bank estimates.

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).

Aggregationmethod: Median


sourceNote: Secondary duration refers to the number of grades (years) in secondary school.


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


Secondary education, pupils

IndicatorName: Secondary education, pupils

Longdefinition: Secondary education pupils is the total number of pupils enrolled at secondary level in public and private schools.

Statisticalconceptandmethodology:
Enrollment includes Individuals officially registered in a given educational programme, or stage or module thereof, regardless of age.

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).

Topic: Education: Participation

Aggregationmethod: Sum


sourceNote: Secondary education pupils is the total number of pupils enrolled at secondary level in public and private schools.


name: Europe & Central Asia (excluding high income)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


Secondary education, pupils (% female)

Developmentrelevance: The share of girls allows an assessment on gender composition in school enrollment. A value greater than 50% indicates participation of more girls at a specific level or programme of education.

IndicatorName: Secondary education, pupils (% female)

Limitationsandexceptions: The percentage of female enrollment is limited in assessing gender parity, because it's affected by the gender composition of population. Ratio of female to male in enrollment rate provides a population adjusted measure of gender parity.

Longdefinition: Female pupils as a percentage of total pupils at secondary level includes enrollments in public and private schools.

Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.

Statisticalconceptandmethodology:
Percentage of female enrollment is calculated by dividing the total number of female students at a given level of education by the total enrollment at the same level, 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).

Aggregationmethod: Weighted average


sourceNote: Female pupils as a percentage of total pupils at secondary level includes enrollments in public and private schools.

sourceOrganization: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.


Secondary education, general pupils

IndicatorName: Secondary education, general pupils

Longdefinition: Secondary general pupils are the number of secondary students enrolled in general education programs, including teacher training.


sourceNote: Secondary general pupils are the number of secondary students enrolled in general education programs, including teacher training.


IndicatorName: Secondary education, general pupils (% female)


name: Secondary education, general pupils (% female)


Pupil-teacher ratio, lower secondary

Developmentrelevance: The pupil-teacher ratio is often used to compare the quality of schooling across countries, but it is often weakly related to student learning and quality of education.

IndicatorName: Pupil-teacher ratio, lower secondary

Limitationsandexceptions: The comparability of pupil-teacher ratios across countries is affected by the definition of teachers and by differences in class size by grade and in the number of hours taught, as well as the different practices countries employ such as part-time teachers, school shifts, and multi-grade classes. Moreover, the underlying enrollment levels are subject to a variety of reporting errors.

Longdefinition: Lower secondary school pupil-teacher ratio is the average number of pupils per teacher in lower secondary school.

Statisticalconceptandmethodology:
Pupil-teacher ratio is calculated by dividing the number of students at the specified level of education by the number of teachers at the same level of education.

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).

Topic: Education: Inputs


sourceNote: Lower secondary school pupil-teacher ratio is the average number of pupils per teacher in lower secondary school.


Pupil-teacher ratio, secondary

IndicatorName: Pupil-teacher ratio, secondary

Longdefinition: Secondary school pupil-teacher ratio is the average number of pupils per teacher in secondary school.


sourceNote: Secondary school pupil-teacher ratio is the average number of pupils per teacher in secondary school.


Pupil-teacher ratio, upper secondary

IndicatorName: Pupil-teacher ratio, upper secondary

Longdefinition: Upper secondary school pupil-teacher ratio is the average number of pupils per teacher in upper secondary school.


sourceNote: Upper secondary school pupil-teacher ratio is the average number of pupils per teacher in upper secondary school.


Secondary education, vocational pupils

IndicatorName: Secondary education, vocational pupils

Longdefinition: Secondary vocational pupils are the number of secondary students enrolled in technical and vocational education programs, including teacher training.


sourceNote: Secondary vocational pupils are the number of secondary students enrolled in technical and vocational education programs, including teacher training.


IndicatorName: Secondary education, vocational pupils (% female)


name: Secondary education, vocational pupils (% female)


School enrollment, secondary (% gross)

Developmentrelevance: Gross enrollment ratios indicate the capacity of each level of the education system, but a high ratio may reflect a substantial number of overage children enrolled in each grade because of repetition or late entry rather than a successful education system. The net enrollment rate excludes overage and underage students and more accurately captures the system's coverage and internal efficiency. Differences between the gross enrollment ratio and the net enrollment rate show the incidence of overage and underage enrollments.

IndicatorName: School enrollment, secondary (% gross)

Limitationsandexceptions: Enrollment indicators are based on annual school surveys, but do not necessarily reflect actual attendance or dropout rates during the year. Also, the length of education differs across countries and can influence enrollment rates, although the International Standard Classification of Education (ISCED) tries to minimize the difference. For example, a shorter duration for primary education tends to increase the rate; a longer one to decrease it (in part because older children are more at risk of dropping out). Moreover, age at enrollment may be inaccurately estimated or misstated, especially in communities where registration of births is not strictly enforced.

Longdefinition: Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.

Statisticalconceptandmethodology:
Gross enrollment ratio for secondary school is calculated by dividing the number of students enrolled in secondary education regardless of age by the population of the age group which officially corresponds to secondary education, 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. Population data are drawn from the United Nations Population Division. Using a single source for population data standardizes definitions, estimations, and interpolation methods, ensuring a consistent methodology across countries and minimizing potential enumeration problems in national censuses.

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).


sourceNote: Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.


IndicatorName: School enrollment, secondary, female (% gross)


name: School enrollment, secondary, female (% gross)


IndicatorName: School enrollment, secondary, male (% gross)


name: School enrollment, secondary, male (% gross)


School enrollment, secondary (% net)

IndicatorName: School enrollment, secondary (% net)

Longdefinition: Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.

Statisticalconceptandmethodology:
Net enrollment rate for secondary school is calculated by dividing the number of students of official school age enrolled in secondary education by the population of the age group which officially corresponds to secondary education, 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. Population data are drawn from the United Nations Population Division. Using a single source for population data standardizes definitions, estimations, and interpolation methods, ensuring a consistent methodology across countries and minimizing potential enumeration problems in national censuses.

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).


sourceNote: Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.


IndicatorName: School enrollment, secondary, female (% net)


name: School enrollment, secondary, female (% net)


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: School enrollment, secondary, male (% net)


name: School enrollment, secondary, male (% net)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


name: Europe & Central Asia (excluding high income)


Developmentrelevance: The share of enrollment in private institutions indicates the scale and capacity of private education within a country. A high percentage suggests strong involvement of the non-governmental sector (including religious bodies, other organizations, associations, communities, private enterprises or persons) in providing organized educational programmes. However, in countries where private institutions are substantially subsidized or aided by the government, the distinction between private and public educational institutions may be less clear-cut especially when certain students are directly financed through government scholarships.

IndicatorName: School enrollment, secondary, private (% of total secondary)

Limitationsandexceptions: Religious or private schools, which are not registered with the government or don't follow the common national curriculum, may not be captured.

Longdefinition: Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.

Statisticalconceptandmethodology:
The share of students in private secondary school is calculated by dividing the number of students enrolled in private educational institutions at secondary level by total enrollment (public and private) at the same level of education, 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).


name: School enrollment, secondary, private (% of total secondary)

sourceNote: Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


Developmentrelevance: 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.

IndicatorName: Progression to secondary school, female (%)

Limitationsandexceptions: 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.

Longdefinition: 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).

Statisticalconceptandmethodology:
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).

Topic: Education: Efficiency


name: Progression to secondary school, female (%)

sourceNote: 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).


IndicatorName: Progression to secondary school, male (%)


name: Progression to secondary school, male (%)


Progression to secondary school (%)

IndicatorName: Progression to secondary school (%)


Developmentrelevance:
Trained teachers refer to teaching force with the necessary pedagogical skills to teach and use teaching materials in an effective manner. The share of trained teachers reveals a country's commitment to investing in the development of its human capital engaged in teaching.

Teachers are important resource, especially for children who are the first-generation of receiving education in their families and heavily rely on teachers in acquiring basic literacy skills. However, rapid increase in enrollments may cause the shortage of trained teachers. Education finance is a key for appropriate teacher allocations, since teacher salaries account for a large share of education budgets. The shortage of trained teacher may result in low qualified teachers in more disadvantaged area.

IndicatorName: Trained teachers in secondary education, female (% of female teachers)

Limitationsandexceptions: This indicator does not take into account differences in teachers' experiences and status, teaching methods, teaching materials, and classroom conditions - all factors that affect the quality of teaching and learning. Some teachers without formal training may have acquired equivalent pedagogical skills through professional experience. In addition, national standards regarding teacher qualifications and pedagogical skills may vary.

Longdefinition: Trained teachers in secondary education are the percentage of secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.

Statisticalconceptandmethodology:
Share of trained teachers is calculated by dividing the number of trained teachers of the specified level of education by total number of teachers at the same level of education, 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).


name: Trained teachers in secondary education, female (% of female teachers)

sourceNote: Trained teachers in secondary education are the percentage of secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: Trained teachers in lower secondary education, female (% of female teachers)

Longdefinition: Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.


name: Trained teachers in lower secondary education, female (% of female teachers)

sourceNote: Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: Trained teachers in lower secondary education, male (% of male teachers)

name: Europe & Central Asia (excluding high income)


name: Trained teachers in lower secondary education, male (% of male teachers)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: Trained teachers in lower secondary education (% of total teachers)


name: Trained teachers in lower secondary education (% of total teachers)


IndicatorName: Trained teachers in secondary education, male (% of male teachers)


name: Trained teachers in secondary education, male (% of male teachers)


IndicatorName: Trained teachers in upper secondary education, female (% of female teachers)

Longdefinition: Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.


name: Trained teachers in upper secondary education, female (% of female teachers)

sourceNote: Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: Trained teachers in upper secondary education, male (% of male teachers)


name: Trained teachers in upper secondary education, male (% of male teachers)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: Trained teachers in upper secondary education (% of total teachers)


name: Trained teachers in upper secondary education (% of total teachers)


name: Europe & Central Asia (excluding high income)


IndicatorName: Trained teachers in secondary education (% of total teachers)


name: Trained teachers in secondary education (% of total teachers)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


Secondary education, teachers

Developmentrelevance: Women teachers are important as they serve as role models to girls and help to attract and retain girls in school.

IndicatorName: Secondary education, teachers

Longdefinition: Secondary education teachers includes full-time and part-time teachers.

Statisticalconceptandmethodology:
Teachers refer to persons employed full-time or part-time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) or who work occasionally or in a voluntary capacity in educational institutions.

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).


sourceNote: Secondary education teachers includes full-time and part-time teachers.


Secondary education, teachers, female

IndicatorName: Secondary education, teachers, female


Developmentrelevance: The share of female teachers shows the level of gender representation in the teaching force. A value of greater than 50% indicates more opportunities or preference for women to participate in teaching activities. Women teachers are important as they serve as role models to girls and help to attract and retain girls in school.

IndicatorName: Secondary education, teachers (% female)

Longdefinition: Female teachers as a percentage of total secondary education teachers includes full-time and part-time teachers.

Statisticalconceptandmethodology:
The share of female teachers in secondary education is calculated by dividing the total number of female teachers at secondary level of education by the total number of teachers at the same level, 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).


name: Secondary education, teachers (% female)

sourceNote: Female teachers as a percentage of total secondary education teachers includes full-time and part-time teachers.


IndicatorName: Adolescents out of school, female (% of female lower secondary school age)

Limitationsandexceptions: The administrative data used in the calculation of the rate of out-of-school children are based on enrolment at a specific date which can bias the results by either counting enrolled children who never attend school or by omitting those who enroll after the reference date for reporting enrolment data. Furthermore, children who drop out of school after the reference date are not counted as out of school. Discrepancies between enrolment and population data from different sources can also result in over- or underestimates of the rate. Lastly, the international comparability of this indicator can be affected by the use of different concepts of enrolment and out-of-school children across countries.

Longdefinition: Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.

Statisticalconceptandmethodology:
The rate of out-of-school adolescents allows to compare across countries with different population sizes. It shows the share of official lower secondary age adolescents who never attended school or dropped out to the population of official lower secondary school age.

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. Population data are drawn from the United Nations Population Division. Using a single source for population data standardizes definitions, estimations, and interpolation methods, ensuring a consistent methodology across countries and minimizing potential enumeration problems in national censuses. 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).


name: Adolescents out of school, female (% of female lower secondary school age)

sourceNote: Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: Adolescents out of school, male (% of male lower secondary school age)


name: Adolescents out of school, male (% of male lower secondary school age)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: Adolescents out of school (% of lower secondary school age)


name: Adolescents out of school (% of lower secondary school age)


IndicatorName: Educational attainment, at least Bachelor's or equivalent, population 25+, female (%) (cumulative)

Longdefinition: The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.

Statisticalconceptandmethodology:
It is calculated by dividing the number of population ages 25 and older who attained or completed Bachelor's or equivalent by the total population of the same age group and multiplying by 100. The number 0 means zero or small enough that the number would round to zero.

Data are collected by the UNESCO Institute for Statistics mainly from national population census, household survey, and labour force 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.

name: Europe & Central Asia (excluding high income)


name: Educational attainment, at least Bachelor's or equivalent, population 25+, female (%) (cumulative)

sourceNote: The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


IndicatorName: Educational attainment, at least Bachelor's or equivalent, population 25+, male (%) (cumulative)


name: Educational attainment, at least Bachelor's or equivalent, population 25+, male (%) (cumulative)

name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: Educational attainment, at least Bachelor's or equivalent, population 25+, total (%) (cumulative)


name: Educational attainment, at least Bachelor's or equivalent, population 25+, total (%) (cumulative)


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: Educational attainment, Doctoral or equivalent, population 25+, female (%) (cumulative)

Longdefinition: The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.

Statisticalconceptandmethodology:
It is calculated by dividing the number of population ages 25 and older who attained or completed Doctoral or equivalent by the total population of the same age group and multiplying by 100. The number 0 means zero or small enough that the number would round to zero.

Data are collected by the UNESCO Institute for Statistics mainly from national population census, household survey, and labour force 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.


name: Educational attainment, Doctoral or equivalent, population 25+, female (%) (cumulative)

sourceNote: The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: Educational attainment, Doctoral or equivalent, population 25+, male (%) (cumulative)


name: Educational attainment, Doctoral or equivalent, population 25+, male (%) (cumulative)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: Educational attainment, Doctoral or equivalent, population 25+, total (%) (cumulative)


name: Educational attainment, Doctoral or equivalent, population 25+, total (%) (cumulative)


name: Europe & Central Asia (excluding high income)


IndicatorName: Educational attainment, at least Master's or equivalent, population 25+, female (%) (cumulative)

Longdefinition: The percentage of population ages 25 and over that attained or completed Master's or equivalent.

Statisticalconceptandmethodology:
It is calculated by dividing the number of population ages 25 and older who attained or completed Master's or equivalent by the total population of the same age group and multiplying by 100. The number 0 means zero or small enough that the number would round to zero.

Data are collected by the UNESCO Institute for Statistics mainly from national population census, household survey, and labour force 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.


name: Educational attainment, at least Master's or equivalent, population 25+, female (%) (cumulative)

sourceNote: The percentage of population ages 25 and over that attained or completed Master's or equivalent.


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: Educational attainment, at least Master's or equivalent, population 25+, male (%) (cumulative)


name: Educational attainment, at least Master's or equivalent, population 25+, male (%) (cumulative)


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: Educational attainment, at least Master's or equivalent, population 25+, total (%) (cumulative)


name: Educational attainment, at least Master's or equivalent, population 25+, total (%) (cumulative)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: Educational attainment, at least completed short-cycle tertiary, population 25+, female (%) (cumulative)

Longdefinition: The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.

Statisticalconceptandmethodology:
It is calculated by dividing the number of population ages 25 and older who attained or completed short-cycle tertiary education by the total population of the same age group and multiplying by 100. The number 0 means zero or small enough that the number would round to zero.

Data are collected by the UNESCO Institute for Statistics mainly from national population census, household survey, and labour force 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.


name: Educational attainment, at least completed short-cycle tertiary, population 25+, female (%) (cumulative)

sourceNote: The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: Educational attainment, at least completed short-cycle tertiary, population 25+, male (%) (cumulative)


name: Educational attainment, at least completed short-cycle tertiary, population 25+, male (%) (cumulative)


name: Europe & Central Asia (excluding high income)


IndicatorName: Educational attainment, at least completed short-cycle tertiary, population 25+, total (%) (cumulative)


name: Educational attainment, at least completed short-cycle tertiary, population 25+, total (%) (cumulative)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


Pupil-teacher ratio, tertiary

IndicatorName: Pupil-teacher ratio, tertiary

Longdefinition: Tertiary school pupil-teacher ratio is the average number of pupils per teacher in tertiary school.


sourceNote: Tertiary school pupil-teacher ratio is the average number of pupils per teacher in tertiary school.


School enrollment, tertiary (% gross)

IndicatorName: School enrollment, tertiary (% gross)

Longdefinition: Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Tertiary education, whether or not to an advanced research qualification, normally requires, as a minimum condition of admission, the successful completion of education at the secondary level.

Statisticalconceptandmethodology:
Gross enrollment ratio for tertiary school is calculated by dividing the number of students enrolled in tertiary education regardless of age by the population of the age group which officially corresponds to tertiary education, 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. Population data are drawn from the United Nations Population Division. Using a single source for population data standardizes definitions, estimations, and interpolation methods, ensuring a consistent methodology across countries and minimizing potential enumeration problems in national censuses.

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).


sourceNote: Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Tertiary education, whether or not to an advanced research qualification, normally requires, as a minimum condition of admission, the successful completion of education at the secondary level.


IndicatorName: School enrollment, tertiary, female (% gross)


name: School enrollment, tertiary, female (% gross)


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: School enrollment, tertiary, male (% gross)


name: School enrollment, tertiary, male (% gross)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


Longdefinition: Tertiary education, academic staff (% female) is the share of female academic staff in tertiary education.

Statisticalconceptandmethodology:
The share of female academic staffs in tertiary education is calculated by dividing the total number of female academic staffs at tertiary level of education by the total number of academic staffs at the same level, 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).


sourceNote: Tertiary education, academic staff (% female) is the share of female academic staff in tertiary education.


IndicatorName: Tertiary education, academic staff (% female)


name: Tertiary education, academic staff (% female)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: Current education expenditure, primary (% of total expenditure in primary public institutions)

Longdefinition: Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).

Statisticalconceptandmethodology:
Current expenditure, primary is calculated by dividing all current expenditure in public institutions of primary education by total expenditure (current and capital) in public institutions of primary education, and multiplying by 100. Aggregate data are based on World Bank estimates.

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).


name: Current education expenditure, primary (% of total expenditure in primary public institutions)

sourceNote: Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).


name: Europe & Central Asia (excluding high income)


IndicatorName: Current education expenditure, secondary (% of total expenditure in secondary public institutions)

Statisticalconceptandmethodology:
Current expenditure, secondary is calculated by dividing all current expenditure in public institutions of secondary education by total expenditure (current and capital) in public institutions of secondary education, and multiplying by 100. Aggregate data are based on World Bank estimates.

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).


name: Current education expenditure, secondary (% of total expenditure in secondary public institutions)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


IndicatorName: Current education expenditure, tertiary (% of total expenditure in tertiary public institutions)

Statisticalconceptandmethodology:
Current expenditure, tertiary is calculated by dividing all current expenditure in public institutions of tertiary education by total expenditure (current and capital) in public institutions of tertiary education, and multiplying by 100. Aggregate data are based on World Bank estimates.

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).


name: Current education expenditure, tertiary (% of total expenditure in tertiary public institutions)


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: Current education expenditure, total (% of total expenditure in public institutions)

Statisticalconceptandmethodology:
Current expenditure, total is calculated by dividing all current expenditure in public institutions of all levels of education by total expenditure (current and capital) in public institutions of all levels of education, and multiplying by 100. Aggregate data are based on World Bank estimates.

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).


name: Current education expenditure, total (% of total expenditure in public institutions)


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: Government expenditure per student, primary (% of GDP per capita)

Longdefinition: Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.

Statisticalconceptandmethodology:
General government expenditure per student in primary education is calculated by dividing total government expenditure on primary education by the number of students at primary level, expressed as a percentage of GDP per capita. Aggregate data are World Bank estimates.

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. Data on GDP per capita come from the World Bank.

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).


name: Government expenditure per student, primary (% of GDP per capita)

sourceNote: Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


Developmentrelevance: The share of government expenditure for a specific education level allows an assessment of the priority a government assigns to a level of education relative to other levels. Enrolment and the relative costs per student between different levels of education should be also taken into account.

IndicatorName: Expenditure on primary education (% of government expenditure on education)

Limitationsandexceptions: Data disaggregated by level of education are estimates in some instances. It is often difficult to separate lower from upper secondary education expenditure, or pre-primary from primary.

Longdefinition: Expenditure on primary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.

Statisticalconceptandmethodology:
The share of expenditure on primary education to total government expenditure on education is calculated by dividing government expenditure on primary education by total government expenditure on education (all levels combined), and multiplying by 100. Aggregate data are based on World Bank estimates.

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).


name: Expenditure on primary education (% of government expenditure on education)

sourceNote: Expenditure on primary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.


IndicatorName: Government expenditure per student, secondary (% of GDP per capita)

Statisticalconceptandmethodology:
General government expenditure per student in secondary education is calculated by dividing total government expenditure on secondary education by the number of students at secondary level, expressed as a percentage of GDP per capita. Aggregate data are World Bank estimates.

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. Data on GDP per capita come from the World Bank.

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).

name: Europe & Central Asia (excluding high income)


name: Government expenditure per student, secondary (% of GDP per capita)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


IndicatorName: Expenditure on secondary education (% of government expenditure on education)

Longdefinition: Expenditure on secondary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.

Statisticalconceptandmethodology:
The share of expenditure on secondary education to total government expenditure on education is calculated by dividing government expenditure on secondary education by total government expenditure on education (all levels combined), and multiplying by 100. Aggregate data are based on World Bank estimates.

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).


name: Expenditure on secondary education (% of government expenditure on education)

sourceNote: Expenditure on secondary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: Government expenditure per student, tertiary (% of GDP per capita)

Statisticalconceptandmethodology:
General government expenditure per student in tertiary education is calculated by dividing total government expenditure on tertiary education by the number of students at tertiary level, expressed as a percentage of GDP per capita. Aggregate data are World Bank estimates.

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. Data on GDP per capita come from the World Bank.

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).


name: Government expenditure per student, tertiary (% of GDP per capita)


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: Expenditure on tertiary education (% of government expenditure on education)

Longdefinition: Expenditure on tertiary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.

Statisticalconceptandmethodology:
The share of expenditure on tertiary education to total government expenditure on education is calculated by dividing government expenditure on tertiary education by total government expenditure on education (all levels combined), and multiplying by 100. Aggregate data are based on World Bank estimates.

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).


name: Expenditure on tertiary education (% of government expenditure on education)

sourceNote: Expenditure on tertiary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


Developmentrelevance: The share of government expenditure devoted to education allows an assessment of the priority a government assigns to education relative to other public investments, as well as a government's commitment to investing in human capital development. Countries with younger populations may spend more on education in relation to other sector such as health or social security, and vice-versa.

IndicatorName: Government expenditure on education, total (% of government expenditure)

Limitationsandexceptions: Data on government expenditure on education may refer to spending by the ministry of education only (excluding spending on educational activities by other ministries). In addition, definitions and methods of data on total general government expenditure may differ across countries.

Longdefinition: General government expenditure on education (current, capital, and transfers) is expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.

Statisticalconceptandmethodology:
Expenditure on education, total (% of government expenditure) is calculated by dividing total government expenditure on education by the total government expenditure on all sectors and multiplying by 100. Aggregate data are based on World Bank estimates.

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. Data on total general government expenditure were previously collected from countries through the annual questionnaire, but are from the International Monetary Fund's World Economic Outlook database since January 2014. Therefore, current data cannot be compared with data in earlier editions.

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).


name: Government expenditure on education, total (% of government expenditure)

sourceNote: General government expenditure on education (current, capital, and transfers) is expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.


name: Europe & Central Asia (excluding high income)


Developmentrelevance: The percentage of government expenditure on education to GDP is useful to compare education expenditure between countries and/or over time in relation to the size of their economy; A high percentage to GDP suggests a high priority for education and a capacity of raising revenues for public spending. Note that government expenditure appears lower in some countries where the private sector and/or households have a large share in total funding for education.

Limitationsandexceptions: Data may refer to spending by the ministry of education only (excluding spending on educational activities by other ministries).

Longdefinition: General government expenditure on education (current, capital, and transfers) is expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.

Statisticalconceptandmethodology:
Government expenditure on education, total (% of GDP) is calculated by dividing total government expenditure for all levels of education by the GDP, and multiplying by 100. Aggregate data are based on World Bank estimates.

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. GDP data come from the World Bank.

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).


IndicatorName: Government expenditure on education, total (% of GDP)

sourceNote: General government expenditure on education (current, capital, and transfers) is expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.


name: Government expenditure on education, total (% of GDP)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


Developmentrelevance: Women‘s participation in decisions being made in their own households, that is households in which they usually live with their spouse and/or children with or without others, is widely accepted as a universal indicator of women‘s empowerment. The ability of women to make decisions that affect their personal circumstances is an essential element of their empowerment and serves as an important contributor to their overall development.

IndicatorName: Women participating in the three decisions (own health care, major household purchases, and visiting family) (% of women age 15-49)

Longdefinition: Women participating in the three decisions (own health care, major household purchases, and visiting family) is the percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in all of the three decisions (own health care, large purchases and visits to family, relatives, and friends).

Source: Demographic and Health Surveys (DHS)

Statisticalconceptandmethodology: Women participating in the three decisions (own health care, major household purchases, and visiting family) is the number of currently married women aged 15-49 who say they alone or jointly have the final say in the three decisions, expressed as percentage of currently married women age 15-49 who have been interviewed and It’s derived by dividing the number of currently married women aged 15-49 who responded they alone or jointly have the final say in the three decisions by total number of currently married women age 15-49 who have been interviewed.

Topic: Gender: Public life & decision making

sourceOrganization: Demographic and Health Surveys (DHS)


name: Women participating in the three decisions (own health care, major household purchases, and visiting family) (% of women age 15-49)

sourceNote: Women participating in the three decisions (own health care, major household purchases, and visiting family) is the percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in all of the three decisions (own health care, large purchases and visits to family, relatives, and friends).


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: Women making their own informed decisions regarding sexual relations, contraceptive use and reproductive health care  (% of women age 15-49)

Limitationsandexceptions: Current estimates of the indicator are based on currently married or in union women of reproductive age (15-49 years old) who are using any type of contraception.  In the current Demographic and Health Surveys (DHS),  the question on decision-making on use of contraception is only asked to women who are currently using contraception. Because the questions on decision- making on sexual relations and health care are restricted to women (15-49) currently married or in union, the denominator for Indicator 5.6.1 is women 15-49, who are currently married or in union and currently using contraception.  However, agreement has been reached with Macro/ICF for upcoming DHS surveys to ask the question on decision on use of contraception to all married/ in union women aged 15-49 years, whether they are currently using any contraception or not. The DHS model questionnaire for Phase 7 already includes the question on decision-making for women who are not currently using any contraception.

Longdefinition: Proportion of women ages 15-49 years (married or in union) who make their own decision on all three selected areas i.e. can say no to sexual intercourse with their husband or partner if they do not want; decide on use of contraception; and decide on their own health care. Only women who provide a “yes” answer to all three components are considered as women who “make her own decisions regarding sexual and reproductive”.

Source: Demographic and Health Surveys compiled by United Nations Population Fund. Retrieved on February 14, 2023, from the SDG Global database API (https://unstats.un.org/sdgs/UNSDGAPIV5/swagger/index.html).

Statisticalconceptandmethodology: Numerator of the indicator is number of married or in union women ages 15-49 who have been interviewed and satisfy all three empowerment criteria: 1)who can say "no" to sex; and 2)for whom the decision on contraception is not mainly made by the husband/partner; and 3) for whom decision on health care for themselves ins not usually made by the husband/partner or someone else.  Denominator of the indicator is the total number of women ages 15-49 who are married or in union and who have been interviewed.

Generalcomments: This is the Sustainable Development Goal indicator 5.6.1[https://unstats.un.org/sdgs/metadata/].


name: Women making their own informed decisions regarding sexual relations, contraceptive use and reproductive health care (% of women age 15-49)

sourceNote: Proportion of women ages 15-49 years (married or in union) who make their own decision on all three selected areas i.e. can say no to sexual intercourse with their husband or partner if they do not want; decide on use of contraception; and decide on their own health care. Only women who provide a “yes” answer to all three components are considered as women who “make her own decisions regarding sexual and reproductive”.

sourceOrganization: Demographic and Health Surveys compiled by United Nations Population Fund. Retrieved on February 14, 2023, from the SDG Global database API (https://unstats.un.org/sdgs/UNSDGAPIV5/swagger/index.html).


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


Developmentrelevance:
Despite much progress in recent decades, gender inequalities remain pervasive in many dimensions of life - worldwide. But while disparities exist throughout the world, they are most prevalent in developing countries. Gender inequalities in the allocation of such resources as education, health care, nutrition, and political voice matter because of the strong association with well-being, productivity, and economic growth. These patterns of inequality begin at an early age, with boys routinely receiving a larger share of education and health spending than do girls, for example.

Women are vastly underrepresented in decision-making positions in government, although there is some evidence of recent improvement. Gender parity in parliamentary representation is still far from being realized. Without representation at this level, it is difficult for women to influence policy.

A strong and vibrant democracy is possible only when parliament is fully inclusive of the population it represents. Parliaments cannot consider themselves inclusive, however, until they can boast the full participation of women. This is not just about women's right to equality and their contribution to the conduct of public affairs, but also about using women's resources and potential to determine political and development priorities that benefit societies and the global community.

IndicatorName: Proportion of seats held by women in national parliaments (%)

Limitationsandexceptions:
The number of countries covered varies with suspensions or dissolutions of parliaments. There can be difficulties in obtaining information on by-election results and replacements due to death or resignation. These changes are ad hoc events which are more difficult to keep track of. By-elections, for instance, are often not announced internationally as general elections are. Parliaments vary considerably in their internal workings and procedures, however, generally legislate, oversee government and represent the electorate. In terms of measuring women's contribution to political decision making, this indicator may not be sufficient because some women may face obstacles in fully and efficiently carrying out their parliamentary mandate.

The data is compiled by the Inter-Parliamentary Union on the basis of information provided by National Parliaments. The percentages do not take into account the case of parliaments for which no data was available at that date. Information is available in all countries where a national legislature exists and therefore does not include parliaments that have been dissolved or suspended for an indefinite period.

Longdefinition: Women in parliaments are the percentage of parliamentary seats in a single or lower chamber held by women.

Source: Inter-Parliamentary Union (IPU) (www.ipu.org).  For the year of 1998, the data is as of August 10, 1998.

Statisticalconceptandmethodology:
The proportion of seats held by women in national parliaments is the number of seats held by women members in single or lower chambers of national parliaments, expressed as a percentage of all occupied seats; it is derived by dividing the total number of seats occupied by women by the total number of seats in parliament.

National parliaments can be bicameral or unicameral. This indicator covers the single chamber in unicameral parliaments and the lower chamber in bicameral parliaments. It does not cover the upper chamber of bicameral parliaments. Seats are usually won by members in general parliamentary elections. Seats may also be filled by nomination, appointment, indirect election, rotation of members and by-election. Seats refer to the number of parliamentary mandates, or the number of members of parliament.

Generalcomments:
Relevance to gender indicator: Women are vastly underrepresented in decision making positions in government, although there is some evidence of recent improvement. Gender parity in parliamentary representation is still far from being realized. Without representation at this level, it is difficult for women to influence policy.

This is the Sustainable Development Goal indicator 5.5.1 (a). [https://unstats.un.org/sdgs/metadata/].

value: Public Sector

value: Social Development

name: East Asia & Pacific (excluding high income)


name: Proportion of seats held by women in national parliaments (%)

sourceNote: Women in parliaments are the percentage of parliamentary seats in a single or lower chamber held by women.

sourceOrganization: Inter-Parliamentary Union (IPU) (www.ipu.org).  For the year of 1998, the data is as of August 10, 1998.


name: Sub-Saharan Africa (IDA & IBRD countries)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


Developmentrelevance: The knowledge and analysis provided by Women, Business and the Law make a strong economic case for laws that empower women. Better performance in the areas measured by the Women, Business and the Law index is associated with more women in the labor force and with higher income and improved development outcomes. Equality before the law and of economic opportunity are not only wise social policy but also good economic policy. The equal participation of women and men will give every economy a chance to achieve its potential. Given the economic significance of women's empowerment, the ultimate goal of Women, Business and the Law is to encourage governments to reform laws that hold women back from working and doing business.

IndicatorName: Women Business and the Law Index Score (scale 1-100)

Limitationsandexceptions: The Women, Business and the Law methodology has limitations that should be considered when interpreting the data. All eight indicators are based on standardized assumptions to ensure comparability across economies. Comparability is one of the strengths of the data, but the assumptions can also be limitations as they may not capture all restrictions or represent all particularities in a country. It is assumed that the woman resides in the economy's main business city. In federal economies, laws affecting women can vary by state or province. Even in nonfederal economies, women in rural areas and small towns could face more restrictive local legislation. Such restrictions are not captured by Women, Business and the Law unless they are also found in the main business city. The woman has reached the legal age of majority and is capable of making decisions as an adult, is in good health and has no criminal record. She is a lawful citizen of the economy being examined, and she works as a cashier in the food retail sector in a supermarket or grocery store that has 60 employees. She is a cisgender, heterosexual woman in a monogamous first marriage registered with the appropriate authorities (de facto marriages and customary unions are not measured), she is of the same religion as her husband, and is in a marriage under the rules of the default marital property regime, or the most common regime for that jurisdiction, which will not change during the course of the marriage. She is not a member of a union, unless membership is mandatory. Membership is considered mandatory when collective bargaining agreements cover more than 50 percent of the workforce in the food retail sector and when they apply to individuals who were not party to the original collective bargaining agreement. Where personal law prescribes different rights and obligations for different groups of women, the data focus on the most populous group, which may mean that restrictions that apply only to minority populations are missed. Women, Business and the Law focuses solely on the ways in which the formal legal and regulatory environment determines whether women can work or open their own businesses. The data set is constructed using laws and regulations that are codified (de jure) and currently in force, therefore implementation of laws (de facto) is not measured. The data looks only at laws that apply to the private sector. These assumptions can limit the representativeness of the data for the entire population in each country. Finally, Women, Business and the Law recognizes that the laws it measures do not apply to all women in the same way. Women face intersectional forms of discrimination based on gender, sex, sexuality, race, gender identity, religion, family status, ethnicity, nationality, disability, and a myriad of other grounds. Women, Business and the Law therefore encourages readers to interpret the data in conjunction with other available research.

Longdefinition: The index measures how laws and regulations affect women’s economic opportunity. Overall scores are calculated by taking the average score of each index (Mobility, Workplace, Pay, Marriage, Parenthood, Entrepreneurship, Assets and Pension), with 100 representing the highest possible score.

Source: World Bank: Women, Business and the Law. https://wbl.worldbank.org/

Statisticalconceptandmethodology: Women, Business and the Law tracks progress toward legal equality between men and women in 190 economies. Data are collected with standardized questionnaires to ensure comparability across economies. Questionnaires are administered to over 2,000 respondents with expertise in family, labor, and violence against women legislation, including lawyers, judges, academics, and members of civil society organizations working on gender issues. Respondents provide responses to the questionnaires and references to relevant laws and regulations. The Women, Business and the Law team collects the texts of these codified sources of national law - constitutions, codes, laws, statutes, rules, regulations, and procedures - and checks questionnaire responses for accuracy. Thirty-five data points are scored across eight indicators of four or five binary questions, with each indicator representing a different phase of a woman’s career. Indicator-level scores are obtained by calculating the unweighted average of the questions within that indicator and scaling the result to 100. Overall scores are then calculated by taking the average of each indicator, with 100 representing the highest possible score.

Topic: Employment and Time Use

Generalcomments:
1. For the reference period, WDI and Gender Databases take the data coverage years instead of reporting years used in WBL (https://wbl.worldbank.org/).  For example, the data for YR2020 in WBL (report year) corresponds to data for YR2019 in WDI and Gender Databases.
2. The 2024 Women, Business and the Law (WBL) report has introduced two distinct datasets, labeled as 1.0 and 2.0. The WBL data in the Gender database is based on the dataset 1.0.  This dataset maintains consistency with the indicators used in previous WBL reports from 2020 to 2023. In contrast, the WBL 2.0 dataset includes new areas of childcare and safety. For those interested in exploring the WBL 2.0 dataset, it is available on the WBL website at https://wbl.worldbank.org.


name: Women Business and the Law Index Score (scale 1-100)

sourceNote: The index measures how laws and regulations affect women’s economic opportunity. Overall scores are calculated by taking the average score of each index (Mobility, Workplace, Pay, Marriage, Parenthood, Entrepreneurship, Assets and Pension), with 100 representing the highest possible score.

sourceOrganization: World Bank: Women, Business and the Law. https://wbl.worldbank.org/


name: Europe & Central Asia (excluding high income)


Developmentrelevance: Women often spend disproportionately more time on unpaid domestic and care work than men.  This unequal division of responsibilities is correlated with gender differences in economic opportunities, includign low female labor force participation, occupational sex segregation, and earnings diffrentials.  The need for a gender balance  in the distribution of unpaid domestic and care work has been increasingly recognized and the Sustainable Development Goals address the issue in the target 5.4.

IndicatorName: Proportion of time spent on unpaid domestic and care work, female (% of 24 hour day)

Limitationsandexceptions: Data may not be strictly comparable across countries as the methods and sampling involved for data collection may differ.

Longdefinition: The average time women spend on household provision of services for own consumption. Data are expressed as a proportion of time in a day. Domestic and care work includes food preparation, dishwashing, cleaning and upkeep of a dwelling, laundry, ironing, gardening, caring for pets, shopping, installation, servicing and repair of personal and household goods, childcare, and care of the sick, elderly or disabled household members, among others.

Source: National statistical offices or national database and publications compiled by United Nations Statistics Division.  The data were downloaded on April 4, 2024, from the Global SDG  API: https://unstats.un.org/sdgs/UNSDGAPIV5/swagger/index.html

Statisticalconceptandmethodology: Proportion of time spent on unpaid domestic and care work is calculated by dividing the daily average number of hours spent on unpaid domestic and care work by 24 hours.  Data presented for this indicator are expressed as a proportion of time in a day. Weekly data is averaged over seven days of the week to obtain the daily average time.

Topic: Gender: Participation & access

Generalcomments: This is the Sustainable Development Goal indicator 5.4.1[https://unstats.un.org/sdgs/metadata/].


name: Proportion of time spent on unpaid domestic and care work, female (% of 24 hour day)

sourceNote: The average time women spend on household provision of services for own consumption. Data are expressed as a proportion of time in a day. Domestic and care work includes food preparation, dishwashing, cleaning and upkeep of a dwelling, laundry, ironing, gardening, caring for pets, shopping, installation, servicing and repair of personal and household goods, childcare, and care of the sick, elderly or disabled household members, among others.

sourceOrganization: National statistical offices or national database and publications compiled by United Nations Statistics Division.  The data were downloaded on April 4, 2024, from the Global SDG  API: https://unstats.un.org/sdgs/UNSDGAPIV5/swagger/index.html


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


IndicatorName: Proportion of time spent on unpaid domestic and care work, male (% of 24 hour day)

Longdefinition: The average time men spend on household provision of services for own consumption.  Data are expressed as a proportion of time in a day. Domestic and care work includes food preparation, dishwashing, cleaning and upkeep of a dwelling, laundry, ironing, gardening, caring for pets, shopping, installation, servicing and repair of personal and household goods, childcare, and care of the sick, elderly or disabled household members, among others.

Source: National statistical offices or national database and publications compiled by United Nations Statistics Division. The data were downloaded on April 4, 2024, from the Global SDG  API: https://unstats.un.org/sdgs/UNSDGAPIV5/swagger/index.html


name: Proportion of time spent on unpaid domestic and care work, male (% of 24 hour day)

sourceNote: The average time men spend on household provision of services for own consumption.  Data are expressed as a proportion of time in a day. Domestic and care work includes food preparation, dishwashing, cleaning and upkeep of a dwelling, laundry, ironing, gardening, caring for pets, shopping, installation, servicing and repair of personal and household goods, childcare, and care of the sick, elderly or disabled household members, among others.

sourceOrganization: National statistical offices or national database and publications compiled by United Nations Statistics Division. The data were downloaded on April 4, 2024, from the Global SDG  API: https://unstats.un.org/sdgs/UNSDGAPIV5/swagger/index.html


name: East Asia & Pacific (IDA & IBRD countries)


Developmentrelevance: Violence against women is an obstacle to the achievement of the objectives of equality, development and peace. It both violates and impairs or nullifies the enjoyment by women of their human rights and fundamental freedoms. Tolerance and experience of domestic violence are significant barriers to the empowerment of women and it has a negative health consequences for victims, especially with respect to the reproductive health of women and the physical, emotional, and mental health of their children

IndicatorName: Proportion of women subjected to physical and/or sexual violence in the last 12 months (% of ever-partnered women ages 15-49)

Limitationsandexceptions: Collecting valid, reliable, and ethical data on domestic violence poses particular challenges because what constitutes violence or abuse varies across cultures and among individuals. In addition, a culture of silence usually surrounds domestic violence and can affect reporting.

Longdefinition: Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women age 15-49 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.

Source: United Nations Statistics Division (UNSD)

Topic: Gender: Health

Generalcomments: This is the Sustainable Development Goal indicator 5.2.1[https://unstats.un.org/sdgs/metadata/].

value: Health


name: Proportion of women subjected to physical and/or sexual violence in the last 12 months (% of ever-partnered women ages 15-49)

sourceNote: Proportion of women subjected to physical and/or sexual violence in the last 12 months is the percentage of ever partnered women age 15-49 who are subjected to physical violence, sexual violence or both by a current or former intimate partner in the last 12 months.

sourceOrganization: United Nations Statistics Division (UNSD)


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


IndicatorName: Women who believe a husband is justified in beating his wife when she argues with him (%)

Longdefinition: Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him.

Source: Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys

name: East Asia & Pacific (excluding high income)


name: Women who believe a husband is justified in beating his wife when she argues with him (%)

sourceNote: Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him.

sourceOrganization: Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys


name: Sub-Saharan Africa (IDA & IBRD countries)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: Women who believe a husband is justified in beating his wife when she burns the food (%)

Longdefinition: Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food.


name: Women who believe a husband is justified in beating his wife when she burns the food (%)

sourceNote: Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food.


name: Europe & Central Asia (excluding high income)


IndicatorName: Women who believe a husband is justified in beating his wife when she goes out without telling him (%)

Longdefinition: Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him.


name: Women who believe a husband is justified in beating his wife when she goes out without telling him (%)

sourceNote: Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him.


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


IndicatorName: Women who believe a husband is justified in beating his wife when she neglects the children (%)

Longdefinition: Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children.


name: Women who believe a husband is justified in beating his wife when she neglects the children (%)

sourceNote: Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children.


name: East Asia & Pacific (IDA & IBRD countries)