IndicatorName: GNI (current US$)

Longdefinition: GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current U.S. dollars.


IndicatorName: GNI (current LCU)

License_Type: CC BY-4.0

Longdefinition: GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current local currency.

Periodicity: Annual

Source: World Bank national accounts data, and OECD National Accounts data files.

Topic: Economic Policy & Debt: National accounts: Local currency at current prices: Aggregate indicators


IndicatorName: GNI: linked series (current LCU)

Longdefinition: GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.  This series has been linked to produce a consistent time series to counteract breaks in series over time due to changes in base years, source data and methodologies. Thus, it may not be comparable with other national accounts series in the database for historical years.  Data are in local currency, at current prices.

Source: World Bank staff estimates based on World Bank national accounts data archives, OECD National Accounts, and the IMF WEO database.

Topic: Economic Policy & Debt: National accounts: Local currency at current prices: Expenditure on GDP


Aggregationmethod: Gap-filled total

Developmentrelevance: Because development encompasses many factors - economic, environmental, cultural, educational, and institutional - no single measure gives a complete picture. However, the total earnings of the residents of an economy, measured by its gross national income (GNI), is a good measure of its capacity to provide for the well-being of its people.

IndicatorName: GNI (constant 2015 US$)

Longdefinition: GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2015 prices, expressed in U.S. dollars.

Topic: Economic Policy & Debt: National accounts: US$ at constant 2015 prices: Aggregate indicators


Aggregationmethod: Weighted average

IndicatorName: GNI growth (annual %)

Longdefinition: GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.

Topic: Economic Policy & Debt: National accounts: Growth rates


IndicatorName: GNI (constant LCU)

Longdefinition: GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant local currency.

Topic: Economic Policy & Debt: National accounts: Local currency at constant prices: Aggregate indicators


IndicatorName: GNI, PPP (current international $)

Longdefinition:
This indicator provides values for gross national income (GNI. Formerly GNP) expressed in current international dollars converted by purchasing power parity (PPP) conversion factor.
Gross national income is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. PPP conversion factor is a spatial price deflator and currency converter that eliminates the effects of the differences in price levels between countries.

From July 2020, “GNI: linked series (current LCU)” [NY.GNP.MKTP.CN.AD] is used as underlying GNI in local currency unit so that it’s in line with time series of PPP conversion factors, which are extrapolated with linked deflators.

Source: International Comparison Program, World Bank | World Development Indicators database, World Bank | Eurostat-OECD PPP Programme.

Statisticalconceptandmethodology:
Typically, higher income countries have higher price levels, while lower income countries have lower price levels (Balassa-Samuelson effect). Market exchange rate-based cross-country comparisons of GDP at its expenditure components reflect both differences in economic outputs (volumes) and prices. Given the differences in price levels, the size of higher income countries is inflated, while the size of lower income countries is depressed in the comparison. PPP-based cross-country comparisons of GDP at its expenditure components only reflect differences in economic outputs (volume), as PPPs control for price level differences between the countries. Hence, the comparison reflects the real size of the countries.

For more information on underlying GNI in local currency, please refer to the metadata for "GNI (current LCU)" [NY.GNP.MKTP.CN]. For more information on underlying PPP conversion factor, please refer to the metadata for "PPP conversion factor, GDP (LCU per international $)" [PA.NUS.PPP].

For the concept and methodology of PPP, please refer to the International Comparison Program (ICP)’s website (https://www.worldbank.org/en/programs/icp).

Topic: Economic Policy & Debt: Purchasing power parity


IndicatorName: GNI, PPP (constant 2021 international $)

Longdefinition: PPP GNI (formerly PPP GNP) is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. Gross national income is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2021 international dollars.

Statisticalconceptandmethodology: For the concept and methodology of PPP, please refer to the International Comparison Program (ICP)’s website (https://www.worldbank.org/en/programs/icp).


IndicatorName: GNI per capita, Atlas method (current US$)

Longdefinition: GNI per capita (formerly GNP per capita) is the gross national income, converted to U.S. dollars using the World Bank Atlas method, divided by the midyear population. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. GNI, calculated in national currency, is usually converted to U.S. dollars at official exchange rates for comparisons across economies, although an alternative rate is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate actually applied in international transactions. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and through 2000, the G-5 countries (France, Germany, Japan, the United Kingdom, and the United States). From 2001, these countries include the Euro area, Japan, the United Kingdom, and the United States.

Statisticalconceptandmethodology: The World Bank uses Atlas method GNI per capita in U.S. dollars to classify countries for analytical purposes and to determine borrowing eligibility. For more information, see the metadata for Atlas method GNI in current U.S. dollars (NY.GNP.ATLS.CD) and total population (SP.POP.TOTL).

Topic: Economic Policy & Debt: National accounts: Atlas GNI & GNI per capita


IndicatorName: GNI per capita (current LCU)

Longdefinition: GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current local currency.


IndicatorName: GNI per capita (constant 2015 US$)

Longdefinition: GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2015 U.S. dollars.


IndicatorName: GNI per capita growth (annual %)

Longdefinition: Annual percentage growth rate of GNI per capita based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.


IndicatorName: GNI per capita (constant LCU)

Longdefinition: GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant local currency.


IndicatorName: GNI per capita, PPP (current international $)

Longdefinition:
This indicator provides per capita values for gross national income (GNI. Formerly GNP) expressed in current international dollars converted by purchasing power parity (PPP) conversion factor.
GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. PPP conversion factor is a spatial price deflator and currency converter that eliminates the effects of the differences in price levels between countries.

Statisticalconceptandmethodology:
Typically, higher income countries have higher price levels, while lower income countries have lower price levels (Balassa-Samuelson effect). Market exchange rate-based cross-country comparisons of GDP at its expenditure components reflect both differences in economic outputs (volumes) and prices. Given the differences in price levels, the size of higher income countries is inflated, while the size of lower income countries is depressed in the comparison. PPP-based cross-country comparisons of GDP at its expenditure components only reflect differences in economic outputs (volume), as PPPs control for price level differences between the countries. Hence, the comparison reflects the real size of the countries.

For more information on underlying GNI in current international dollar, please refer to the metadata for "GNI, PPP (current international $)" [NY.GNP.MKTP.PP.CD]. For more information on underlying population, please refer to the metadata for "total population" [SP.POP.TOTL].
For the concept and methodology of PPP, please refer to the International Comparison Program (ICP)’s website (https://www.worldbank.org/en/programs/icp).


IndicatorName: GNI per capita, PPP (constant 2021 international $)

Longdefinition: GNI per capita based on purchasing power parity (PPP). PPP GNI is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2021 international dollars.


IndicatorName: Gross savings (current US$)

Longdefinition: Gross savings are calculated as gross national income less total consumption, plus net transfers. Data are in current U.S. dollars.

Statisticalconceptandmethodology: Gross savings represent the difference between disposable income and consumption and replace gross domestic savings, a concept used by the World Bank and included in World Development Indicators editions before 2006. The change was made to conform to SNA concepts and definitions.

Topic: Economic Policy & Debt: National accounts: US$ at current prices: Aggregate indicators


IndicatorName: Gross savings (current LCU)

Longdefinition: Gross savings are calculated as gross national income less total consumption, plus net transfers. Data are in current local currency.


IndicatorName: Gross savings (% of GNI)

Longdefinition: Gross savings are calculated as gross national income less total consumption, plus net transfers.

Topic: Economic Policy & Debt: National accounts: Shares of GDP & other


IndicatorName: Gross savings (% of GDP)


BasePeriod: varies by country

IndicatorName: Gross national income (constant LCU)

Longdefinition: Gross national income is derived as the sum of GNP and the terms of trade adjustment. Data are in constant local currency.

Topic: Economic Policy & Debt: National accounts: Local currency at constant prices: Other items


IndicatorName: Net primary income (Net income from abroad) (current US$)

Longdefinition: Net primary income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in current U.S. dollars.


IndicatorName: Net primary income (Net income from abroad) (current LCU)

Longdefinition: Net primary income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in current local currency.


IndicatorName: Net primary income (Net income from abroad) (constant LCU)

Longdefinition: Net primary income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in constant local currency.


IndicatorName: Taxes less subsidies on products (current US$)

Longdefinition: Taxes less subsidies on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in current U.S. dollars.


IndicatorName: Taxes less subsidies on products (current LCU)

Longdefinition: Taxes less subsidies on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in current local currency.


IndicatorName: Taxes less subsidies on products (constant LCU)

Longdefinition: Taxes less subsidies on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in constant local currency.


IndicatorName: Net secondary income (Net current transfers from abroad) (current US$)

Longdefinition: Net secondary income (from abroad) comprises transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net secondary income is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in current U.S. dollars.


IndicatorName: Net secondary income (Net current transfers from abroad) (current LCU)

Longdefinition: Net secondary income (from abroad) comprises transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net secondary income is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in current local currency.


IndicatorName: Net secondary income (Net current transfers from abroad) (constant LCU)

Longdefinition: Net secondary income comprises transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net current transfers from abroad is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in constant local currency.


IndicatorName: Terms of trade adjustment (constant LCU)

Longdefinition: The terms of trade effect equals capacity to import less exports of goods and services in constant prices. Data are in constant local currency.


Generalcomments: In the WDI database, the DEC alternative conversion factor is used to convert data in local currency units (LCU) into U.S. dollars.

IndicatorName: DEC alternative conversion factor (LCU per US$)

Longdefinition: The DEC alternative conversion factor is the underlying annual exchange rate used for the World Bank Atlas method. As a rule, it is the official exchange rate reported in the IMF's International Financial Statistics (line rf). Exceptions arise where further refinements are made by World Bank staff. It is expressed in local currency units per U.S. dollar.

Source: International Monetary Fund, International Financial Statistics, supplemented by World Bank staff estimates.

Statisticalconceptandmethodology: The World Bank systematically assesses the appropriateness of official exchange rates as conversion factors. In certain countries, multiple or dual exchange rate activity exists and must be accounted for appropriately in underlying statistics. Doing so better reflects economic reality and leads to more accurate cross-country comparisons and country classifications by income level. Consequently, an alternative conversion factor is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate effectively applied to domestic transactions of foreign currencies and traded products. This applies to only a small number of countries, as shown in the country-level metadata. An alternative conversion factor is also used when the period covered by national accounts differs from the calendar year and the alternative conversion factor will then cover the same period. Alternative conversion factors are used in the Atlas methodology and elsewhere in World Development Indicators as single-year conversion factors.

Topic: Financial Sector: Exchange rates & prices


Developmentrelevance: In a market-based economy, household, producer, and government choices about resource allocation are influenced by relative prices, including the real exchange rate, real wages, real interest rates, and other prices in the economy. Relative prices also largely reflect these agents' choices. Thus relative prices convey vital information about the interaction of economic agents in an economy and with the rest of the world.

IndicatorName: Official exchange rate (LCU per US$, period average)

Limitationsandexceptions: Official or market exchange rates are often used to convert economic statistics in local currencies to a common currency in order to make comparisons across countries. Since market rates reflect at best the relative prices of tradable goods, the volume of goods and services that a U.S. dollar buys in the United States may not correspond to what a U.S. dollar converted to another country's currency at the official exchange rate would buy in that country, particularly when nontradable goods and services account for a significant share of a country's output. An alternative exchange rate - the purchasing power parity (PPP) conversion factor - is preferred because it reflects differences in price levels for both tradable and nontradable goods and services and therefore provides a more meaningful comparison of real output.

Longdefinition: Official exchange rate refers to the exchange rate determined by national authorities or to the rate determined in the legally sanctioned exchange market. It is calculated as an annual average based on monthly averages (local currency units relative to the U.S. dollar).

Source: International Monetary Fund, International Financial Statistics.

Statisticalconceptandmethodology: The exchange rate is the price of one currency in terms of another. Official exchange rates and exchange rate arrangements are established by governments. Other exchange rates recognized by governments include market rates, which are determined largely by legal market forces, and for countries with multiple exchange arrangements, principal rates, secondary rates, and tertiary rates.


Developmentrelevance:
PPP can be used to convert national accounts data, like GDP and its expenditure components, into a common currency, while also eliminating the effect of price level differences between countries. They can also be used to derive price level indexes (PLIs), the ratio of a country’s PPP to its market exchange rate, to directly compare price levels across countries.

PPPs and the PLIs and real (or PPP-adjusted) expenditures to which they give rise allow for many use-cases, but they are particularly valuable for empirical work involving comparisons of per capita consumption or levels of GDP (or other GDP aggregates) across countries and for the measurement of global poverty and global income inequality. The breadth and depth of ICP data allows its use-cases to cover other areas of economics, including empirical analyses of economic growth, productivity and trade, and even beyond, for instance, to help track global targets such as the UN Sustainable Development Goals related to health, education, energy and emissions and labor. Other applications of ICP data include their use in the construction of indexes, for example cost-of-living measures. Uses-cases can even be extended into the policymaking domain at all levels (global, regional and national) given the increased importance of cross-country benchmarking, among other possibilities.

Recommended uses of PPPs include: To make spatial comparisons of GDP and its expenditure components | To make spatial comparisons of price levels | To group countries by their per capita volume indexes and price level indexes

Recommended uses of PPPs with limitations  include: To analyze changes over time in relative GDP per capita and relative prices | To analyze price convergence | To make spatial comparisons of the cost of living | To use PPPs calculated for GDP and its expenditure components as deflators for other values.

IndicatorName: PPP conversion factor, GDP (LCU per international $)

Limitationsandexceptions:
Global PPP estimates provided by ICP are produced by the ICP Global Office and regional implementing agencies, based on data supplied by participating countries, and in accordance with the methodology recommended by the ICP Technical Advisory Group and approved by the ICP Governing Board. As such, these results are not produced by participating countries as part of their national official statistics.

PPPs are not recommended use: As a precise measure to establish strict rankings of countries | As a means of constructing national growth rates | As a measure to generate output and productivity comparisons by industry | As an indicator of the undervaluation or overvaluation of currencies | As an equilibrium exchange rate.

Longdefinition: Purchasing power parity (PPP) conversion factor is a spatial price deflator and currency converter that controls for price level differences between countries, thereby allowing volume comparisons of gross domestic product (GDP) and its expenditure components. This conversion factor is for GDP.

Statisticalconceptandmethodology:
PPPs are both currency conversion factors and spatial price indexes. PPPs convert different currencies to a common currency and, in the process of conversion, equalize their purchasing power by controlling differences in price levels between countries.

Typically, higher income countries have higher price levels, while lower income countries have lower price levels (Balassa-Samuelson effect). Market exchange rate-based cross-country comparisons of GDP at its expenditure components reflect both differences in economic outputs (volumes) and prices. Given the differences in price levels, the size of higher income countries is inflated, while the size of lower income countries is depressed in the comparison. PPP-based cross-country comparisons of GDP at its expenditure components only reflect differences in economic outputs (volume), as PPPs control for price level differences between the countries. Hence, the comparison reflects the real size of the countries.

The International Comparison Program (ICP) estimates PPPs for the world’s countries. The ICP is conducted as a global partnership of countries, multilateral agencies, and academia. The most recent 2021 ICP comparison covered 176 countries, including 47 Eurostat-OECD countries. For countries that have not participated in ICP comparisons, the PPP are imputed based on a regression model.

ICP estimated PPPs cover years from 2011 to 2021. WDI extrapolates 2011 PPPs for years earlier years, and 2021 PPPs for later years. Description of WDI extrapolation approach is available here: https://datahelpdesk.worldbank.org/knowledgebase/articles/665452-how-do-you-extrapolate-the-ppp-conversion-factors

For the member countries of Eurostat-OECD PPP Programme, PPP conversion factors are periodically updated based on the organizations’ databases. For Eurostat-OECD PPP Programme, please refer to the following websites.
(http://www.oecd.org/sdd/prices-ppp/)
(https://ec.europa.eu/eurostat/web/purchasing-power-parities/overview)

For more information on the ICP and PPPs, please refer to the ICP website at https://www.worldbank.org/en/programs/icp.


IndicatorName: Price level ratio of PPP conversion factor (GDP) to market exchange rate

Longdefinition: Price level ratio is the ratio of a purchasing power parity (PPP) conversion factor to an exchange rate. It provides a measure of the differences in price levels between countries by indicating the number of units of the common currency needed to buy the same volume of the aggregation level in each country. At the level of GDP, they provide a measure of the differences in the general price levels of countries.

Statisticalconceptandmethodology:
For more information on underlying GDP in current international dollar, please refer to the metadata for "GDP, PPP (current international $)" [NY.GDP.MKTP.PP.CD]. For more information on market exchange reate, please refer to the metadata for "DEC alternative conversion factor (LCU per US$)" [PA.NUS.ATLS].
For the concept and methodology of PPP, please refer to the International Comparison Program (ICP)’s website (https://www.worldbank.org/en/programs/icp).


IndicatorName: PPP conversion factor, private consumption (LCU per international $)

Longdefinition: Purchasing power parity (PPP) conversion factor is a spatial price deflator and currency converter that controls for price level differences between countries, thereby allowing volume comparisons of gross domestic product (GDP) and its expenditure components. This conversion factor is for household final consumption expenditure.


IndicatorName: Official exchange rate (LCU per US$, end period)

Longdefinition: Official exchange rate refers to the exchange rate determined by national authorities or to the rate determined in the legally sanctioned exchange market. This series shows the end period value of local currency units relative to the U.S. dollar.


IndicatorName: London gold price (US$ per ounce)

Source: International Monetary Fund, International Financial Statistics and data files.


IndicatorName: Adequacy of social protection and labor programs (% of total welfare of beneficiary households)

Limitationsandexceptions: When interpreting ASPIRE performance indicators based on household surveys, it is important to note that the extent to which information on specific transfers and programs is captured in the household surveys can vary a lot across countries. Moreover, household surveys do not capture the universe of social protection programs in the country, in best practice cases just the largest programs.  As a consequence, ASPIRE indicators are not fully comparable across program categories and countries; however, they provide approximate measures of social protection systems performance.  In addition, there may be cases where ASPIRE performance indicators differ from official WB country reports as ASPIRE indicators are based on a first level analysis of original survey data  and unified methodology that does not necessarily reflect country-specific knowledge and in depth country analysis relying on administrative program level data and/or imputations.

Longdefinition: Adequacy of social protection and labor programs (SPL) is measured by the total transfer amount received by the population participating in social insurance, social safety net, and unemployment benefits and active labor market programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Estimates include both direct and indirect beneficiaries.

Source: ASPIRE: The Atlas of Social Protection - Indicators of Resilience and Equity, The World Bank. Data are based on national representative household surveys. (datatopics.worldbank.org/aspire/)

Topic: Social Protection & Labor: Performance


IndicatorName: Benefit incidence of social protection and labor programs to poorest quintile (% of total SPL benefits)

Longdefinition: Benefit incidence of social protection and labor programs (SPL) to poorest quintile shows the percentage of total social protection and labor programs benefits received by the poorest 20% of the population. Social protection and labor programs include social insurance, social safety nets, and unemployment benefits and active labor market programs. Estimates include both direct and indirect beneficiaries.


IndicatorName: Coverage of social protection and labor programs (% of population)

Longdefinition: Coverage of social protection and labor programs (SPL) shows the percentage of population participating in social insurance, social safety net, and unemployment benefits and active labor market programs. Estimates include both direct and indirect beneficiaries.


IndicatorName: Adequacy of unemployment benefits and ALMP (% of total welfare of beneficiary households)

Longdefinition: Adequacy of unemployment benefits and active labor market programs (ALMP) is measured by the total transfer amount received by the population participating in unemployment benefits and active labor market programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Unemployment benefits and active labor market programs include unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.


IndicatorName: Benefit incidence of unemployment benefits and ALMP to poorest quintile (% of total U/ALMP benefits)

Longdefinition: Benefit incidence of unemployment benefits and active labor market programs (ALMP) to poorest quintile shows the percentage of total unemployment and active labor market programs benefits received by the poorest 20% of the population. Unemployment benefits and active labor market programs include unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.


IndicatorName: Coverage of unemployment benefits and ALMP (% of population)

Longdefinition: Coverage of unemployment benefits and active labor market programs (ALMP) shows the percentage of population participating in unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.


IndicatorName: Coverage of unemployment benefits and ALMP in poorest quintile (% of population)


IndicatorName: Coverage of unemployment benefits and ALMP in 2nd quintile (% of population)


IndicatorName: Coverage of unemployment benefits and ALMP in 3rd quintile (% of population)


IndicatorName: Coverage of unemployment benefits and ALMP in 4th quintile (% of population)


IndicatorName: Coverage of unemployment benefits and ALMP in richest quintile (% of population)


IndicatorName: Adequacy of social safety net programs (% of total welfare of beneficiary households)

Longdefinition: Adequacy of social safety net programs is measured by the total transfer amount received by the population participating in social safety net programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Social safety net programs include cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.


IndicatorName: Benefit incidence of social safety net programs to poorest quintile (% of total safety net benefits)

Longdefinition: Benefit incidence of social safety net programs to poorest quintile shows the percentage of total social safety net benefits received by the poorest 20% of the population. Social safety net programs include cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.


IndicatorName: Coverage of social safety net programs (% of population)

Longdefinition: Coverage of social safety net programs shows the percentage of population participating in cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.


IndicatorName: Coverage of social safety net programs in poorest quintile (% of population)


IndicatorName: Coverage of social safety net programs in 2nd quintile (% of population)


IndicatorName: Coverage of social safety net programs in 3rd quintile (% of population)


IndicatorName: Coverage of social safety net programs in 4th quintile (% of population)


IndicatorName: Coverage of social safety net programs in richest quintile (% of population)


IndicatorName: Adequacy of social insurance programs (% of total welfare of beneficiary households)

Longdefinition: Adequacy of social insurance programs is measured by the total transfer amount received by the population participating in social insurance programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Social insurance programs include old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.


IndicatorName: Benefit incidence of social insurance programs to poorest quintile (% of total social insurance benefits)

Longdefinition: Benefit incidence of social insurance programs to poorest quintile shows the percentage of total social insurance benefits received by the poorest 20% of the population. Social insurance programs include old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.


IndicatorName: Coverage of social insurance programs (% of population)

Longdefinition: Coverage of social insurance programs shows the percentage of population participating in programs that provide old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.


IndicatorName: Coverage of social insurance programs in poorest quintile (% of population)


IndicatorName: Coverage of social insurance programs in 2nd quintile (% of population)


IndicatorName: Coverage of social insurance programs in 3rd quintile (% of population)


IndicatorName: Coverage of social insurance programs in 4th quintile (% of population)


IndicatorName: Coverage of social insurance programs in richest quintile (% of population)


IndicatorName: Political Stability and Absence of Violence/Terrorism: Estimate

Longdefinition: Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.

Othernotes: The Worldwide Governance Indicators (WGI) are a research dataset summarizing the views on the quality of governance provided by a large number of enterprise, citizen and expert survey respondents in industrial and developing countries. These data are gathered from a number of survey institutes, think tanks, non-governmental organizations, international organizations, and private sector firms. The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent. The WGI are not used by the World Bank Group to allocate resources.

Relatedsourcelinks: Worldwide Governance Indicators website (https://info.worldbank.org/governance/wgi/)

Source: Detailed documentation of the WGI, interactive tools for exploring the data, and full access to the underlying source data available at www.govindicators.org.The WGI are produced by Daniel Kaufmann (Natural Resource Governance Institute and Brookings Institution) and Aart Kraay (World Bank Development Research Group).  Please cite Kaufmann, Daniel, Aart Kraay and Massimo Mastruzzi (2010).  "The Worldwide Governance Indicators:  Methodology and Analytical Issues".  World Bank Policy Research Working Paper No. 5430 (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1682130).  The WGI do not reflect the official views of the Natural Resource Governance Institute, the Brookings Institution, the World Bank, its Executive Directors, or the countries they represent.

Topic: Public Sector: Policy & institutions


IndicatorName: Political Stability and Absence of Violence/Terrorism: Number of Sources

Longdefinition: Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism.   Number of sources indicates the number of underlying data sources on which the aggregate estimate is based.


IndicatorName: Political Stability and Absence of Violence/Terrorism: Percentile Rank

Longdefinition: Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism.  Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.


IndicatorName: Political Stability and Absence of Violence/Terrorism: Percentile Rank, Lower Bound of 90% Confidence Interval

Longdefinition: Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism.  Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.


IndicatorName: Political Stability and Absence of Violence/Terrorism: Percentile Rank, Upper Bound of 90% Confidence Interval

Longdefinition: Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism.  Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.


IndicatorName: Political Stability and Absence of Violence/Terrorism: Standard Error

Longdefinition: Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism.  Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.


IndicatorName: Real effective exchange rate index (line rec, 2010 = 100)

Longdefinition: Real effective exchange rate is the nominal effective exchange rate (a measure of the value of a currency against a weighted average of several foreign currencies) divided by a price deflator or index of costs. This indicator corresponds to the IFS's line rec, and is based on a nominal rate adjusted for relative changes in consumer prices.


IndicatorName: Real effective exchange rate index (2010 = 100)

Limitationsandexceptions: Because of conceptual and data limitations, changes in real effective exchange rates should be interpreted with caution.

Longdefinition: Real effective exchange rate is the nominal effective exchange rate (a measure of the value of a currency against a weighted average of several foreign currencies) divided by a price deflator or index of costs.

Statisticalconceptandmethodology: The real effective exchange rate is a nominal effective exchange rate index adjusted for relative movements in national price or cost indicators of the home country, selected countries, and the euro area. A nominal effective exchange rate index is the ratio (expressed on the base 2010 = 100) of an index of a currency's period-average exchange rate to a weighted geometric average of exchange rates for currencies of selected countries and the euro area. For most high-income countries weights are derived from industrial country trade in manufactured goods. Data are compiled from the nominal effective exchange rate index and a cost indicator of relative normalized unit labor costs in manufacturing. For selected other countries the nominal effective exchange rate index is based on manufactured goods and primary products trade with partner or competitor countries. For these countries the real effective exchange rate index is the nominal index adjusted for relative changes in consumer prices; an increase represents an appreciation of the local currency.


IndicatorName: Rule of Law: Estimate

Longdefinition: Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.


IndicatorName: Rule of Law: Number of Sources

Longdefinition: Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Number of sources indicates the number of underlying data sources on which the aggregate estimate is based.


IndicatorName: Rule of Law: Percentile Rank

Longdefinition: Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.


IndicatorName: Rule of Law: Percentile Rank, Lower Bound of 90% Confidence Interval

Longdefinition: Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.


IndicatorName: Rule of Law: Percentile Rank, Upper Bound of 90% Confidence Interval

Longdefinition: Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.    Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.


IndicatorName: Rule of Law: Standard Error

Longdefinition: Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.


IndicatorName: Regulatory Quality: Estimate

Longdefinition: Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Estimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.


IndicatorName: Regulatory Quality: Number of Sources

Longdefinition: Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. umber of sources indicates the number of underlying data sources on which the aggregate estimate is based.


IndicatorName: Regulatory Quality: Percentile Rank

Longdefinition: Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.


IndicatorName: Regulatory Quality: Percentile Rank, Lower Bound of 90% Confidence Interval

Longdefinition: Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.


IndicatorName: Regulatory Quality: Percentile Rank, Upper Bound of 90% Confidence Interval

Longdefinition: Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank.  Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI.  Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.


IndicatorName: Regulatory Quality: Standard Error

Longdefinition: Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Standard error indicates the precision of the estimate of governance.  Larger values of the standard error indicate less precise estimates.  A 90 percent confidence interval for the governance estimate is given by the estimate +/- 1.64 times the standard error.


Developmentrelevance:
Literacy rate is an outcome indicator to evaluate educational attainment. This data can predict the quality of future labor force and can be used in ensuring policies for life skills for men and women.

It can be also used as a proxy instrument to see the effectiveness of education system; a high literacy rate suggests the capacity of an education system to provide a large population with opportunities to acquire literacy skills. The accumulated achievement of education is fundamental for further intellectual growth and social and economic development, although it doesn't necessarily ensure the quality of education.

Literate women implies that they can seek and use information for the betterment of the health, nutrition and education of their household members. Literate women are also empowered to play a meaningful role.

IndicatorName: Literacy rate, youth female (% of females ages 15-24)

Limitationsandexceptions: In practice, literacy is difficult to measure. Estimating literacy rates requires census or survey measurements under controlled conditions. Many countries report the number of literate people from self-reported data. Some use educational attainment data as a proxy but apply different lengths of school attendance or levels of completion. Ant there is a trend among recent national and international surveys toward using a direct reading test of literacy skills. Because definitions and methods of data collection differ across countries, data should be used cautiously.

Longdefinition: Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.

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

Statisticalconceptandmethodology:
Literacy statistics for most countries cover the population ages 15 and older, but some include younger ages or are confined to age ranges that tend to inflate literacy rates. The youth literacy rate for ages 15-24 reflects recent progress in education. It measures the accumulated outcomes of primary education over the previous 10 years or so by indicating the proportion of the population who have passed through the primary education system and acquired basic literacy and numeracy skills. Generally, literacy also encompasses numeracy, the ability to make simple arithmetic calculations.

Data on literacy are compiled by the UNESCO Institute for Statistics based on national censuses and household surveys and, for countries without recent literacy data, using the Global Age-Specific Literacy Projection Model (GALP). For detailed information, see www.uis.unesco.org.

Topic: Education: Outcomes


Developmentrelevance:
Literacy rate is an outcome indicator to evaluate educational attainment. This data can predict the quality of future labor force and can be used in ensuring policies for life skills for men and women.

It can be also used as a proxy instrument to see the effectiveness of education system; a high literacy rate suggests the capacity of an education system to provide a large population with opportunities to acquire literacy skills. The accumulated achievement of education is fundamental for further intellectual growth and social and economic development, although it doesn't necessarily ensure the quality of education.

The Gender Parity Index (GPI) indicates parity between girls and boys. A GPI of less than 1 suggests girls are more disadvantaged than boys in learning opportunities and a GPI of greater than 1 suggests the other way around. Eliminating gender disparities in education would help increase the status and capabilities of women. Literate women implies that they can seek and use information for the betterment of the health, nutrition and education of their household members. Literate women are also empowered to play a meaningful role.

IndicatorName: Literacy rate, youth (ages 15-24), gender parity index (GPI)

Longdefinition: Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.

Statisticalconceptandmethodology:
This indicator is calculated by dividing female youth literacy rate by male youth literacy rate.

Literacy statistics for most countries cover the population ages 15 and older, but some include younger ages or are confined to age ranges that tend to inflate literacy rates. The youth literacy rate for ages 15-24 reflects recent progress in education. It measures the accumulated outcomes of primary education over the previous 10 years or so by indicating the proportion of the population who have passed through the primary education system and acquired basic literacy and numeracy skills. Generally, literacy also encompasses numeracy, the ability to make simple arithmetic calculations.

Data on literacy are compiled by the UNESCO Institute for Statistics based on national censuses and household surveys and, for countries without recent literacy data, using the Global Age-Specific Literacy Projection Model (GALP). For detailed information, see www.uis.unesco.org.


IndicatorName: Literacy rate, youth male (% of males ages 15-24)


IndicatorName: Literacy rate, youth total (% of people ages 15-24)


IndicatorName: Literacy rate, adult female (% of females ages 15 and above)

Longdefinition: Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.


IndicatorName: Literacy rate, adult male (% of males ages 15 and above)


IndicatorName: Literacy rate, adult total (% of people ages 15 and above)


Aggregationmethod: Median

IndicatorName: Compulsory education, duration (years)

Longdefinition: Duration of compulsory education is the number of years that children are legally obliged to attend 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).


Developmentrelevance: The Gender Parity Index (GPI) indicates parity between girls and boys. A GPI of less than 1 suggests girls are more disadvantaged than boys in learning opportunities and a GPI of greater than 1 suggests the other way around. Eliminating gender disparities in education would help increase the status and capabilities of women.

IndicatorName: School enrollment, primary (gross), gender parity index (GPI)

Longdefinition: Gender parity index for gross enrollment ratio in primary education is the ratio of girls to boys enrolled at primary level in public and private schools.

Source: UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed October 24, 2022. https://apiportal.uis.unesco.org/bdds.

Statisticalconceptandmethodology:
This indicator is calculated by dividing female gross enrollment ratio in primary education by male gross enrollment ratio in primary 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: Participation


IndicatorName: School enrollment, primary and secondary (gross), gender parity index (GPI)

Longdefinition: Gender parity index for gross enrollment ratio in primary and secondary education is the ratio of girls to boys enrolled at primary and secondary levels in public and private schools.

Statisticalconceptandmethodology:
This indicator is calculated by dividing female gross enrollment ratio in primary and secondary education by male gross enrollment ratio in primary and secondary 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).


IndicatorName: School enrollment, secondary (gross), gender parity index (GPI)

Longdefinition: Gender parity index for gross enrollment ratio in secondary education is the ratio of girls to boys enrolled at secondary level in public and private schools.

Statisticalconceptandmethodology:
This indicator is calculated by dividing female gross enrollment ratio in secondary education by male gross enrollment ratio in secondary 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).


IndicatorName: School enrollment, tertiary (gross), gender parity index (GPI)

Longdefinition: Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level in public and private schools.

Statisticalconceptandmethodology:
This indicator is calculated by dividing female gross enrollment ratio in tertiary education by male gross enrollment ratio in tertiary 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).


Developmentrelevance:
Ensuring that all students read with comprehension is essential to achieving the ambitious SDG targets and to building human capital. Children need to learn to read so that they can read to learn. Those who do not become proficient in reading by the end of primary school often cannot catch up later, because the curriculum of every school system assumes that secondary-school students can learn through reading. Reading is a gateway to all types of academic learning.  In high-income countries, 90% of all children learn to read with comprehension before the end of primary school, and for the highest-performing countries, the figure reaches 97% or more. Yet past evidence from many low- and middle-income countries has shown that many children are not learning to read with comprehension in primary school.
The LP indicator illustrates progress toward SDG 4’s broader goal of ensuring inclusive and equitable quality education for all. It particularly highlights progress towards SDG 4.1.1(b) and SDG 4.1.4, which specifies that all children attend primary school and reach at least a minimum proficiency level in reading at the end of primary. The indicator is also aligned with the World Bank’s Human Capital Project, which aims to ensure that children reach their full potential in school and in life. The ability to read with comprehension is a foundational skill that every education system around the world strives to impart by late in primary school—generally by age 10. Moreover, attaining the ambitious Sustainable Development Goals (SDGs) in education requires first to achieving this basic building block, and so does improving countries’ Human Capital Index scores.

IndicatorName: Learning poverty: Share of Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)

Limitationsandexceptions:
The construct of “all children reading by age 10” is an ideal that embodies normative statements about both learning and access. To achieve it, not only should all children be reading proficiently after 3 full years in primary education, but they should also have entered school at age 6 or 7.
By contrast, the actual indicators used to measure learning poverty are based on grade rather than age. Since the assessments are of 4th- through 6th-graders, the children tested will have had at least 3 to 5 years in school to reach what, according to the ideal, should 10 be an age-10 minimum proficiency, or even the entire primary-school-age segment for the out-of-school indicator.
Due to different assessment availability within and between countries, data comparability, both within countries over time and across countries still poses a significant challenge. The additional out of school component further limits comparability.
The learning poverty indicator is based on data covering four-fifths of children at the end of primary school. In other words, a little more than 80 percent of children in low- and middle-income countries live in a country with at least one learning assessment at the end of primary, carried out in the past 9 years. For regional and global aggregates, weighted imputations affect regions with less data coverage. The major gaps are concentrated in countries where the learning crisis is most acute. Less than half of children in Sub-Saharan Africa live in a country with a National Large-Scale Learning Assessment (NLSA) or a international of regional large-scale learning assessment (ILSA or RLSA) of adequate quality to be used for this purpose.
This extensive coverage became possible only in recent years, with the progress in measuring learning in countries and the GAML’s efforts to establish comparability, which has made possible the construction of a global indicator based on harmonized proficiency levels. Future efforts by coalition organizations are also ensuring more flexible assessment options are available for expanding data availability for countries, such as the Assessment of Minimum Proficiency Levels (AMPL) and policy linking exercises led by UIS.

Longdefinition: The share of 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]

Shortdefinition: The share of 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the minimum proficiency level (MPL) for reading.

Source: World Bank and UIS

Statisticalconceptandmethodology:
The learning poverty indicator brings together schooling and learning indicators. It starts with the share of children in school who haven’t achieved minimum reading proficiency (Learning Deprived) and adjusts it by the proportion of children who are out of school (Schooling Deprived).
Formally, Learning Poverty is calculated as: [LD* (1-SD)] + [1 * SD]
where LP = Learning poverty; LD = Learning deprivation or the share of children at the end of primary who read at below the minimum proficiency level, as defined by the Global Alliance to Monitor Learning (GAML) in the context of the SDG 4.1.1 monitoring; SD = Schooling deprivation or the share of primary-school-age children who are out-of-school (OOS) and in which all OOS are regarded as being below the minimum proficiency level.
Because out-of-school children are treated as non-proficient in reading, learning poverty will always be higher than the share of children in school who haven't achieved minimum reading proficiency. For countries with a very low schooling deprivation, the learning deprivation value will be very close to Learning Poverty.
Estimating the current level of global and regional learning poverty requires deciding how to define “current.” We include results of assessments within four years before or after a set anchor year. This decision is driven by data availability. International and regional large-scale learning assessments used for SDG 4.1.1b reporting are carried out only every 3 to 4 years. And even where assessments have been carried out recently, there is a lag of a couple of years before the data are available. This band is intended as a moving window. In the original 2019 release, the anchor year used was 2015 (Assessments between 2011 and 2019 are included in the learning poverty estimate). In the 2022 Global Update, the anchor year was moved to 2019 (assessments between 2015 and 2023 are included).
Aggregations for each region comprise the average learning poverty of countries with available data, weighted by their population ages 10–14 years old. To obtain a global estimate, we weight the regional aggregations by the 10–14-year-old population regardless of data availability. This is equivalent to imputing missing country data using regional values.

Unitofmeasure: % of Total


IndicatorName: Learning poverty: Share of Female Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)

Longdefinition: The share of female 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]

Shortdefinition: The share of female 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the minimum proficiency level (MPL) for reading.


IndicatorName: Pupils below minimum reading proficiency at end of primary (%). Low GAML threshold

Limitationsandexceptions:
The process of equating proficiency levels on different assessments to the GAML definition is not straightforward. Even the long-running regional assessment initiatives like PASEC (West and Central Africa) and LLECE (Latin America and the Caribbean) use different definitions and a different number of levels than other assessments like PIRLS, and those might not even be the same over time. Their test development methodologies and test administration procedures also vary. Moreover, because not all countries participate in global or regional assessments, for some major countries we rely on their interim reporting using their national assessments; equating these assessments is even more challenging. UIS and the World Bank have mapped how proficiency levels between assessment can equate to one another, but they are not strictly comparable.
Among the differences across assessments, one important point concerns the age at which children are tested. The reference age for our exercise is age 10. However, all learning assessments used in this analysis are sampled based on specific grades rather than age. PIRLS and TIMSS are administered in Grade 4, meaning that the average student assessed is indeed 10 years old, but this is not the case for the regional assessments. PASEC and LLECE are administered in Grade 6, so the average age in those assessments is 12.8 and 12.4, respectively. National assessments are administered at different grades, so to incorporate those assessments, we chose for each country the grade between 4 and 6 (inclusive) for which relevant and reliable data were available. This is consistent with the SDG monitoring by UIS and GAML, which lists “End of Primary (or Grades 4 to 6)” as the relevant age category for the end-of-primary students (SDG 4.1.1b).
In some cases, National Learning Assessments that have not been policy linked are used for learning poverty, if country teams and experts determine that an assessment is of sufficiently quality or has undertaken steps to align their assessments with the Global Proficiency Framework. They will often be reported as interim learning poverty indicators, as they are not fully aligned with SDG 4.1.1b.

Longdefinition: The share of pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is “Students independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.” (UIS and GAML 2019). In other words, a child “attaining” minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.

Shortdefinition: The share of pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading.

Statisticalconceptandmethodology:
Learning assessments used to calculate Learning Poverty have a minimum proficiency level (MPL) benchmarked by Global Alliance to Monitor Learning (GAML) under the leadership of the UNESCO Institute of Statistics (UIS), which occurred within the reporting window. To operationalize this concept, the current SDG monitoring process is followed by defining “proficiency” as reaching at least the Low International Benchmark on the international PIRLS literacy assessment.
PIRLS is the major global primary-age assessment focused on reading, and if all countries participated in it, the task of constructing global estimates of minimum proficiency would be trivial, as it would require aggregating results from a single cross-national assessment. However, most countries participating in PIRLS are high-income, and only a small minority of low- and middle-income countries participate in the assessment. One of the main contributions of the GAML process is that it has overcome this data gap by benchmarking several major cross-national assessments—and increasingly national learning assessments as well—against the standard.
The MPL for each learning assessment is used to calculate the reading proficiency rate for that country, which is the share of students scoring at or above the minimum proficiency level, and conversely to calculate the learning deprivation.
The Proficiency and Grade Levels used for each assessment is as follows: PIRLS (grade 4) - Level 2 (Low international benchmark, 400 points); TIMSS (grade 4) - Level 2 (Low international benchmark, 400 points); LLECE (SERCE, grade 6) - Level 3 (513.66 points); PASEC (grades 5 and 6) - Level 4 (595.1 points); SEA-PLM (grade 5) - Level 6 and above; National Learning Assessment (grade 4, 5 and 6) - Varies by country.
When a given country had administered multiple types of learning assessments, a hierarchy is applied in the order listed below to ensure best comparability across countries: International or Regional Learning Assessment for Reading (PIRLS, LLECE, PASEC, SEA-PLM) > TIMSS Science > Statistical or Pairwise Linking Exercises > AMPL-bs, Policy Linked National Learning Assessments or Policy Linked Service Delivery Indicators (SDIs) > Non-Policy Linked NLAs (Interim Reporting).
Note that as the GAML and joint coalitions continue their efforts to improve learning data coverage, the hierarchy may be revised.


IndicatorName: Female pupils below minimum reading proficiency at end of primary (%). Low GAML threshold

Longdefinition: The share of female pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is “Students independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.” (UIS and GAML 2019). In other words, a child “attaining” minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.

Shortdefinition: The share of female pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading.


IndicatorName: Male pupils below minimum reading proficiency at end of primary (%). Low GAML threshold

Longdefinition: The share of male pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading or learning deprived. The MPL in reading at the end of primary is defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. It is “Students independently and fluently read simple, short narrative and expository texts. They locate explicitly-stated information. They interpret and give some explanations about the key ideas in these texts. They provide simple, personal opinions or judgements about the information, events and characters in a text.” (UIS and GAML 2019). In other words, a child “attaining” minimum proficiency has the ability to read and understand a short passage of age-appropriate material, whether a simple story or non-fiction narrative of a few paragraphs. In addition to this nutshell statement, the GAML has also proposed a common terminology to describe classifications in the context of the MPL. This is a critical first step toward linking cross-national and national learning assessments with a common benchmark.

Shortdefinition: The share of male pupils at the end of primary schooling who are below the minimum proficiency level (MPL) for reading.


IndicatorName: Learning poverty: Share of Male Children at the End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)

Longdefinition: The share of male 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the “minimum proficiency” threshold for reading. This measure is defined as the union of two deprivations: 1) schooling deprivation and 2) learning deprivation. A child is considered schooling-deprived (SD) if he or she is of primary school age and out-of-school. The dimension of learning deprivation (LD) applies only for children in school, and identifies those pupils who are below the minimum proficiency level (MPL) for reading, as defined by the Global Alliance to Monitor Learning (GAML), measured in standard learning assessments, and reported in the context of the SDG 4.1.1b monitoring. This “union approach” to measurement reflects the choice that, as presented in the SDGs, all age 10 children must be both in school and learning. The final learning poverty measure combines the two dimensions in a single indicator using the following formula: LP = SD + [(1-SD) x LD]

Shortdefinition: The share of male 10-year-olds who cannot read and understand a short passage of age-appropriate material—in other words, those who are below the minimum proficiency level (MPL) for reading.


IndicatorName: Primary school age children out-of-school (%)

Limitationsandexceptions:
The enrollment for a given learning poverty release are not strictly comparable between countries, due to the differences in enrollment years and definitions, which are determined by best-match with the assessment year and data availability of enrollment indicators.
The measure will also differ from out of school estimates using household survey data, which UIS reports for SDG 4.1.4. Households survey estimates are not used for Schooling Deprivation because data is typically reported for countries in various years and with time gaps. School surveys are more feasibly collected annually, while household data collection occurs every few years and can also depend on country demand. School surveys also allow more global consistency as the same survey and source data are used across countries. However, the source used to compute the total school-age population differ in some cases where a country provides their national estimates over the default UNDP population data. However, there are potential trade-offs in precision from school surveys as responses come from school representatives rather than using microdata.
Enrollment indicators are based on annual school surveys, but do not necessarily reflect actual attendance or dropout rates during the year. Also, enrolment rate (any definition) is affected by different age-reference points for enrollment. 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. The population data further affects the reference age.
Due to the limitations described, in some cases, country specialists will provide a data point that better reflects enrollment in the country.

Longdefinition: The share of children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.

Shortdefinition: The share of children of primary-school age who are out of school.

Statisticalconceptandmethodology:
Schooling Deprivation is derived using enrollment rates computed by UIS using administrative records and follows the SDG 4.1.4 indicator. To ensure country coverage of data, we consider other enrollment definitions to use for learning poverty, if the first-best option is not available.
We construct an enrollment dataset from 1990 to the year of the current release, relying on multiple enrollment definitions. Our dataset is constructed from UIS (UNESCO Institute of Statistics), and other sources suggested by World Bank regional or country education specialists. Data sources are typically from administrative records (school registers or school censuses) for data on enrolment by age, and UNPD population estimates for school-age population (UIS). Enrolment by single years of age in all levels of education and the total primary-school-age population are used to compute enrollment rates.
We follow this hierarchy of enrollment definitions: Country specialist validated data > Adjusted Net Enrollment Rate (ANER) > Total Net Enrollment Rate (TNER) > Net enrollment rate (NER) > Gross Enrollment Rate (GER; if the gross enrollment rate is higher than 100%, it is adjusted to be 100%).
Our preferred measure of school participation is ANER, because it accounts for some primary school aged children who might enter primary school early and advance to secondary school before they reach the official upper age limit of primary education. Adjusted net enrollment is a measure of both “stock” and “flow” and accounts for both age- and grade-based distortions, as it is the percent of primary school age children enrolled either in primary or secondary education, as opposed to gross enrollment which is the share of children of any age that are enrolled in primary school, or net enrollment which is the share of primary school age children that are enrolled in primary school. The next-best indicator is used if ANER is unavailable. In some cases, country specialists will provide a data point that reflects enrollment in the country better than UIS statistics which is used. In future Learning Poverty releases, the enrollment hierarchy may be adjusted as availability of indicator definitions change.
The enrollment year used is the one that best pairs with the assessment year used to compute Learning Deprivation. The year of the preferred assessment is the base. If the same enrollment year is not available, we use a step function to fill the data in with the value of the closest year. If there is data available for two years equally close to the year to fill, the older value is used. This procedure to extrapolate enrollment for missing values is required for us to pair the proficiency measure with enrollment measures from the same year, or its best proxy when enrollment is not available for the same year of the assessment.


IndicatorName: Female primary school age children out-of-school (%)

Longdefinition: The share of female children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.

Shortdefinition: The share of female children of primary-school age who are out of school.


IndicatorName: Male primary school age children out-of-school (%)

Longdefinition: The share of male children of primary-school age who are out of school or schooling deprived. This dimension is linked to the indicator 4.1.4 from the SDG 4 thematic framework. This element reflects the belief that all primary-age children should be learning in schools of some type, a belief that every country has enshrined in law and that is enshrined in the SDGs. In addition to fulfilling a universal right and serving as a necessary condition for sustained learning, schooling offers many benefits beyond learning. It contributes to children’s health and well-being such as promoting safety, nutrition, and socialization, and facilitating parents' labor market participation and, at the macro level, schooling can help build social cohesion, democracy, and peace. All those complementary functions mean that schooling has value over and above the measured cognitive learning that it leads to, and they justify including schooling deprivation in the concept of learning poverty.

Shortdefinition: The share of male children of primary-school age who are out of school.


IndicatorName: Preprimary education, duration (years)

Longdefinition: Preprimary duration refers to the number of grades (years) in preprimary school.

Topic: Education: Inputs


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, preprimary

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: Preprimary school pupil-teacher ratio is the average number of pupils per teacher in preprimary school.

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

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).


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, preprimary (% 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. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.

Statisticalconceptandmethodology:
Gross enrollment ratio for pre-primary school is calculated by dividing the number of students enrolled in pre-primary education regardless of age by the population of the age group which officially corresponds to pre-primary 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).


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


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