IndicatorName: Youth literacy rate, population 15-24 years, rural, both sexes (%)

Longdefinition: Number of people age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Youth literacy rate, population 15-24 years, rural, female (%)

Longdefinition: Number of females age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the female population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

Notesfromoriginalsource: Literacy

Source: UNESCO Institute for Statistics

Topic: Literacy


IndicatorName: Youth literacy rate, population 15-24 years, rural, adjusted gender parity index (GPIA)

Longdefinition: The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Youth literacy rate, population 15-24 years, rural, male (%)

Longdefinition: Number of males age 15 to 24 years in rural areas who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Youth literacy rate, population 15-24 years, urban, both sexes (%)

Longdefinition: Number of people age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Youth literacy rate, population 15-24 years, urban, female (%)

Longdefinition: Number of females age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the female population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Youth literacy rate, population 15-24 years, urban, adjusted gender parity index (GPIA)

Shortdefinition: The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Youth literacy rate, population 15-24 years, urban, male (%)

Longdefinition: Number of males age 15 to 24 years in urban areas who can both read and write with understanding a short simple statement on their everyday life, divided by the male population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Adult literacy rate, population 15+ years, female, adjusted location parity index (LPIA)

Longdefinition: The Adjusted Location Parity Index (LPIA) is calculated by dividing the rural value for the indicator by the urban value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted location parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LPI equal to 1 indicates parity between rural and urban locations. In general, a value less than 1 indicates disparity in favor of urban locations and a value greater than 1 indicates disparity in favor of rural locations. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Adult literacy rate, population 15+ years, adjusted gender parity index (GPIA)


IndicatorName: Adult literacy rate, population 15+ years, adjusted location parity index (LPIA)

Shortdefinition: The Adjusted Location Parity Index (LPIA) is calculated by dividing the rural value for the indicator by the urban value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted location parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LPI equal to 1 indicates parity between rural and urban locations. In general, a value less than 1 indicates disparity in favor of urban locations and a value greater than 1 indicates disparity in favor of rural locations. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Adult literacy rate, population 15+ years, male, adjusted location parity index (LPIA)


IndicatorName: Adult literacy rate, population 15+ years, rural, both sexes (%)

Longdefinition: Total number of adults in rural areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Adult literacy rate, population 15+ years, rural, female (%)

Longdefinition: Total number of females in rural areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Adult literacy rate, population 15+ years, rural, adjusted gender parity index (GPIA)


IndicatorName: Adult literacy rate, population 15+ years, rural, male (%)

Longdefinition: Total number of males in rural areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Adult literacy rate, population 15+ years, urban, both sexes (%)

Longdefinition: Total number of adults in urban areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Adult literacy rate, population 15+ years, urban, female (%)

Longdefinition: Total number of females in urban areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Adult literacy rate, population 15+ years, urban, adjusted gender parity index (GPIA)


IndicatorName: Adult literacy rate, population 15+ years, urban, male (%)

Longdefinition: Total number of males in urban areas over age 15 who cannot both read and write with understanding a short simple statement on their everyday life. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Literacy rate, population 25-64 years, both sexes (%)

Longdefinition: Percentage of the population between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 25-64 years by the corresponding age group population and multiplying the result by 100.


IndicatorName: Literacy rate, population 25-64 years, female (%)

Longdefinition: Percentage of the female population between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 25-64 years by the corresponding age group population and multiplying the result by 100.


IndicatorName: Literacy rate, population 25-64 years, female, adjusted location parity index (LPIA)


IndicatorName: Literacy rate, population 25-64 years, adjusted gender parity index (GPIA)


IndicatorName: Literacy rate, population 25-64 years, adjusted location parity index (LPIA)


IndicatorName: Literacy rate, population 25-64 years, male (%)

Longdefinition: Percentage of the male population between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 25-64 years by the corresponding age group population and multiplying the result by 100.


IndicatorName: Literacy rate, population 25-64 years, male, adjusted location parity index (LPIA)


IndicatorName: Literacy rate, population 25-64 years, rural, both sexes (%)

Longdefinition: Percentage of the population in rural areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Literacy rate, population 25-64 years, rural, female (%)

Longdefinition: Percentage of the female population in rural areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Literacy rate, population 25-64 years, rural, adjusted gender parity index (GPIA)

Longdefinition: The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Literacy rate, population 25-64 years, rural, male (%)

Longdefinition: Percentage of the male population in rural areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Literacy rate, population 25-64 years, urban, both sexes (%)

Longdefinition: Percentage of the population in urban areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Literacy rate, population 25-64 years, urban, female (%)

Longdefinition: Percentage of the female population in urban areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Literacy rate, population 25-64 years, urban, adjusted gender parity index (GPIA)


IndicatorName: Literacy rate, population 25-64 years, urban, male (%)

Longdefinition: Percentage of the male population in urban areas between age 25 and age 64 who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 25-64 years by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Elderly literacy rate, population 65+ years, both sexes (%)

Longdefinition: Percentage of the population age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.


IndicatorName: Elderly literacy rate, population 65+ years, female (%)

Longdefinition: Percentage of females age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.


IndicatorName: Elderly literacy rate, population 65+ years, male (%)

Longdefinition: Percentage of males age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.


IndicatorName: Elderly literacy rate, population 65+ years, female, adjusted location parity index (LPIA)

Longdefinition: The Adjusted Location Parity Index (LPIA) is calculated by dividing the rural value for the indicator by the urban value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted location parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LPI equal to 1 indicates parity between rural and urban locations. In general, a value less than 1 indicates disparity in favor of urban locations and a value greater than 1 indicates disparity in favor of rural locations. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Elderly literacy rate, population 65+ years, adjusted gender parity index (GPIA)


IndicatorName: Elderly literacy rate, population 65+ years, adjusted location parity index (LPIA)


IndicatorName: Elderly literacy rate, population 65+ years, male, adjusted location parity index (LPIA)


IndicatorName: Elderly literacy rate, population 65+ years, rural, both sexes (%)

Longdefinition: Percentage of the population age 65 and above in rural areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Elderly literacy rate, population 65+ years, rural, female (%)

Longdefinition: Percentage of females age 65 and above in rural areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Elderly literacy rate, population 65+ years, rural, adjusted gender parity index (GPIA)


IndicatorName: Elderly literacy rate, population 65+ years, rural, male (%)

Longdefinition: Percentage of males age 65 and above in rural areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Elderly literacy rate, population 65+ years, urban, both sexes (%)

Longdefinition: Percentage of the population age 65 and above in urban areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Elderly literacy rate, population 65+ years, urban, female (%)

Longdefinition: Percentage of females age 65 and above in urban areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Elderly literacy rate, population 65+ years, urban, adjusted gender parity index (GPIA)


IndicatorName: Elderly literacy rate, population 65+ years, urban, male (%)

Longdefinition: Percentage of males age 65 and above in urban areas who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 65 years and over by the corresponding age group population and multiplying the result by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, both sexes (%)

Longdefinition: Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluación de la Calidad de la Educación (LLECE), Programme d’analyse des systèmes éducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People’s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/

Notesfromoriginalsource: Primary

Topic: Primary


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, female (%)

Shortdefinition: Percentage of children in Grade 2 or 3 reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluación de la Calidad de la Educación (LLECE), Programme d’analyse des systèmes éducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People’s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted gender parity index (GPIA)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background, both sexes (%)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, spoke the language of the test at home, both sexes (%)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes (%)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted speaks language of the test parity index (LTPIA)

Longdefinition: The adjusted speaks language of the test parity index (LTPIA) is calculated by dividing the value for the indicator for students who do not speak the language of the test at home by the value for the indicator for students who speak the language of the test at home. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted speaks language of the test parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LTPI equal to 1 indicates parity between students who do and do not speak the language of the test at home. In general, a value less than 1 indicates disparity in favor of students who speak the language of test at home. A value greater than 1 indicates disparity in favor of students who do not speak the language of the test at home. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, male (%)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, immigrant background, both sexes (%)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA)

Longdefinition: The Adjusted Native Parity Index (NPIA) is calculated by dividing the immigrant value for the indicator by the non-immigrant value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted native parity index is symmetrical around 1 and lies in the range 0-2. An adjusted NPI equal to 1 indicates parity between immigrants and non-immigrants. In general, a value less than 1 indicates disparity in favor of non-immigrants and a value greater than 1 indicates disparity in favor of immigrants. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, urban areas, both sexes (%)


IndicatorName: Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA)

Longdefinition: The Adjusted Wealth Parity Index (WPIA) is calculated by dividing the poorest quintile value for the indicator by the richest quintile value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted wealth parity index is symmetrical around 1 and lies in the range 0-2. An adjusted WPI equal to 1 indicates parity between the richest and poorest quintiles. In general, a value less than 1 indicates disparity in favor of the richest quintile and a value greater than 1 indicates disparity in favor of the poorest quintile. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, both sexes (%)

Longdefinition: Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluación de la Calidad de la Educación (LLECE), Programme d’analyse des systèmes éducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People’s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/

Notesfromoriginalsource: Secondary

Topic: Secondary


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, female (%)

Shortdefinition: Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluación de la Calidad de la Educación (LLECE), Programme d’analyse des systèmes éducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People’s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted gender parity index (GPIA)

Longdefinition: The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background, both sexes (%)


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, spoke the language of the test at home, both sexes (%)


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes (%)


IndicatorName: Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA)


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted speaks language of the test parity index (LTPIA)

Shortdefinition: The adjusted speaks language of the test parity index (LTPIA) is calculated by dividing the value for the indicator for students who do not speak the language of the test at home by the value for the indicator for students who speak the language of the test at home. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted speaks language of the test parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LTPI equal to 1 indicates parity between students who do and do not speak the language of the test at home. In general, a value less than 1 indicates disparity in favor of students who speak the language of test at home. A value greater than 1 indicates disparity in favor of students who do not speak the language of the test at home. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, male (%)


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%)


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%)


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, immigrant background, both sexes (%)


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA)

Shortdefinition: The Adjusted Native Parity Index (NPIA) is calculated by dividing the immigrant value for the indicator by the non-immigrant value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted native parity index is symmetrical around 1 and lies in the range 0-2. An adjusted NPI equal to 1 indicates parity between immigrants and non-immigrants. In general, a value less than 1 indicates disparity in favor of non-immigrants and a value greater than 1 indicates disparity in favor of immigrants. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%)


IndicatorName: Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in mathematics, urban areas, both sexes (%)


IndicatorName: Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA)

Shortdefinition: The Adjusted Wealth Parity Index (WPIA) is calculated by dividing the poorest quintile value for the indicator by the richest quintile value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted wealth parity index is symmetrical around 1 and lies in the range 0-2. An adjusted WPI equal to 1 indicates parity between the richest and poorest quintiles. In general, a value less than 1 indicates disparity in favor of the richest quintile and a value greater than 1 indicates disparity in favor of the poorest quintile. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, both sexes (%)

Longdefinition: Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluación de la Calidad de la Educación (LLECE), Programme d’analyse des systèmes éducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People’s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, female (%)

Shortdefinition: Percentage of children at the end of primary education reaching at least a minimum proficiency level in mathematics. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluación de la Calidad de la Educación (LLECE), Programme d’analyse des systèmes éducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People’s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted gender parity index (GPIA)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, very affluent socioeconomic background, both sexes (%)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, spoke the language of the test at home, both sexes (%)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, very poor socioeconomic background, both sexes (%)


IndicatorName: Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted location parity index (LPIA)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, adjusted speaks language of the test parity index (LTPIA)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, male (%)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, non-immigrant background, both sexes (%)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, did not speak the language of the test at home, both sexes (%)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, immigrant background, both sexes (%)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, adjusted native parity index (NPIA)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, rural areas, both sexes (%)


IndicatorName: Proportion of students at the end of primary education achieving at least a minimum proficiency level in mathematics, urban areas, both sexes (%)


IndicatorName: Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics, adjusted wealth parity index (WPIA)


IndicatorName: Net flow of internationally mobile students (inbound - outbound), both sexes (number)

Longdefinition: Number of tertiary students from abroad (inbound students) studying in a given country minus the number of students at the same level from a given country studying abroad (outbound students).

Topic: Tertiary


IndicatorName: Net flow ratio of internationally mobile students (inbound - outbound), both sexes (%)

Longdefinition: Total number of tertiary students from abroad (inbound students) studying in a given country minus the number of students at the same level of education from that country studying abroad (outbound students), expressed as a percentage of total tertiary enrolment in that country.


IndicatorName: Total inbound internationally mobile students, female (number)

Longdefinition: Total number of female students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.


IndicatorName: Total inbound internationally mobile students, male (number)

Longdefinition: Total number of male students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.

Notesfromoriginalsource: Tertiary


IndicatorName: Total inbound internationally mobile students, both sexes (number)

Longdefinition: Total number of students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.


IndicatorName: Inbound mobility rate, both sexes (%)

Longdefinition: Number of students from abroad studying in a given country, as a percentage of the total tertiary enrollment in that country.


IndicatorName: Inbound mobility rate, female (%)

Longdefinition: Number of female students from abroad studying in a given country, as a percentage of the total female tertiary enrollment in that country.


IndicatorName: Inbound mobility rate, male (%)

Longdefinition: Number of male students from abroad studying in a given country, as a percentage of the total male tertiary enrollment in that country.


IndicatorName: Number of attacks on students, personnel and institutions

Longdefinition: Number of violent attacks, threats or deliberate use of force in a given time period (e.g. the last 12 months, a school year or a calendar year) directed against students, teachers and other personnel or against education buildings, materials and facilities, including transport. The indicator focuses on attacks carried out for political, military, ideological, sectarian, ethnic or religious reasons by armed forces or nonstate armed groups. The indicator is a broad measure of the safety of learning environments, particularly in relation to armed conflict and political violence. Available data for global tracking are presently collected from reporting by a wide variety of stakeholders, including national and international NGOs working at the country-level and national and international media reports. Attacks on education include the following sub-categories: • Attacks on schools: targeted violent attacks on preschool, kindergarten, primary, and secondary school buildings or infrastructure by state military forces or non-state armed groups in the form of arson; suicide, car, or other bombs aimed at a school; or artillery fire directed at a school. In addition, this category includes indiscriminate attacks that result in the damage or destruction of school infrastructure as well as explosions that occur in close proximity to a school. • Attacks on students, teachers, and other education personnel: killings, injuries, torture, abductions, forced disappearances, or threats of violence, including coercion or extortion involving violent threats directed towards students and education staff who work at the primary and secondary levels. Since it is sometimes difficult to identify why a teacher or school staff member is killed if the assassination occurs outside of school, this category also includes such attacks in cases where there is an established pattern of that kind of violence. The category of attacks on students, teachers, and other education personnel also includes cases where police or state security forces violently repress student protests that either occur at school, or, if they occur off-campus, focus on education-related policies and laws. • Military use of schools and universities: cases in which armed forces or non-state armed groups take over schools or universities as bases, barracks and temporary shelters to house soldiers or fighters, fighting positions, weapons storage facilities, detention and interrogation centres, or for other military purposes. • Recruitment of children at schools or along school routes: cases in which armed forces or nonstate armed groups use schools or school routes as locales for recruiting children under the age of 18 into their fighting forces in violation of international standards. • Sexual violence by parties to the conflict: incidents of sexual abuse and harassment perpetrated at schools or universities or along school routes. • Attacks on higher education: include targeted violent attacks on universities in the form of bombings, airstrikes, arson, or other means, as well as targeted killings, abductions, or threats directed at university students, faculty, or staff. The category includes cases of violent repression of student protests that either occur at institutions of higher education, or, if they occur off-campus, focus on education-related policies and laws. This indicator is based on data compiled by the Global Coalition to Protect Education from Attack (GCPEA) for its report Education under Attack. Information from three types of data sources: reports released by UN agencies, development and humanitarian NGOs, human rights organizations, government bodies, and think tanks; media reports; and information shared with GCPEA by staff members of international and national organizations working in the countries profiled in this study. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/

Notesfromoriginalsource: School Safety/Violence

Topic: School Safety/Violence


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, both sexes (%)

Longdefinition: Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

Notesfromoriginalsource: Early Childhood Education

Topic: Early Childhood Education


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, female (%)

Shortdefinition: Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, female, adjusted location parity index (LPIA)

Longdefinition: The Adjusted Location Parity Index (LPIA) is calculated by dividing the rural value for the indicator by the urban value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted location parity index is symmetrical around 1 and lies in the range 0-2. An adjusted LPI equal to 1 indicates parity between rural and urban locations. In general, a value less than 1 indicates disparity in favor of urban locations and a value greater than 1 indicates disparity in favor of rural locations. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, female, adjusted wealth parity index (WPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, male, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, male, adjusted wealth parity index (WPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, female, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, poorest quintile, male, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, second quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, second quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, second quintile, female, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, second quintile, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, second quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, second quintile, male, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, middle quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, middle quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, middle quintile, female, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, middle quintile, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, middle quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, middle quintile, male, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, female, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, fourth quintile, male, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, richest quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, richest quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, richest quintile, female, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, richest quintile, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, richest quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, richest quintile, male, adjusted location parity index (LPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, female, adjusted wealth parity index (WPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, male, adjusted wealth parity index (WPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, poorest quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, poorest quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, poorest quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, second quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, second quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, second quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, middle quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, middle quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, middle quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, fourth quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, fourth quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, fourth quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, richest quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, richest quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, richest quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, rural, adjusted wealth parity index (WPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, female, adjusted wealth parity index (WPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, male, adjusted wealth parity index (WPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, poorest quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, poorest quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, poorest quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, second quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, second quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, second quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, middle quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, middle quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, middle quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, fourth quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, fourth quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, fourth quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, richest quintile, both sexes (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, richest quintile, female (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, richest quintile, male (%)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, urban, adjusted wealth parity index (WPIA)


IndicatorName: Adjusted net attendance rate, one year before the official primary entry age, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, primary, both sexes (%)

Longdefinition: Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Total net attendance rate, primary, female (%)

Shortdefinition: Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Total net attendance rate, primary, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, female, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, primary, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, male (%)


IndicatorName: Total net attendance rate, primary, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, male, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, primary, poorest quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, poorest quintile, female (%)


IndicatorName: Total net attendance rate, primary, poorest quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, poorest quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, poorest quintile, male (%)


IndicatorName: Total net attendance rate, primary, poorest quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, second quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, second quintile, female (%)


IndicatorName: Total net attendance rate, primary, second quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, second quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, second quintile, male (%)


IndicatorName: Total net attendance rate, primary, second quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, middle quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, middle quintile, female (%)


IndicatorName: Total net attendance rate, primary, middle quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, middle quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, middle quintile, male (%)


IndicatorName: Total net attendance rate, primary, middle quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, fourth quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, fourth quintile, female (%)


IndicatorName: Total net attendance rate, primary, fourth quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, fourth quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, fourth quintile, male (%)


IndicatorName: Total net attendance rate, primary, fourth quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, richest quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, richest quintile, female (%)


IndicatorName: Total net attendance rate, primary, richest quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, richest quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, richest quintile, male (%)


IndicatorName: Total net attendance rate, primary, richest quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, primary, rural, both sexes (%)


IndicatorName: Total net attendance rate, primary, rural, female (%)


IndicatorName: Total net attendance rate, primary, rural, female, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, primary, rural, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, rural, male (%)


IndicatorName: Total net attendance rate, primary, rural, male, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, primary, rural, poorest quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, rural, poorest quintile, female (%)


IndicatorName: Total net attendance rate, primary, rural, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, rural, poorest quintile, male (%)


IndicatorName: Total net attendance rate, primary, rural, second quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, rural, second quintile, female (%)


IndicatorName: Total net attendance rate, primary, rural, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, rural, second quintile, male (%)


IndicatorName: Total net attendance rate, primary, rural, middle quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, rural, middle quintile, female (%)


IndicatorName: Total net attendance rate, primary, rural, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, rural, middle quintile, male (%)


IndicatorName: Total net attendance rate, primary, rural, fourth quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, rural, fourth quintile, female (%)


IndicatorName: Total net attendance rate, primary, rural, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, rural, fourth quintile, male (%)


IndicatorName: Total net attendance rate, primary, rural, richest quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, rural, richest quintile, female (%)


IndicatorName: Total net attendance rate, primary, rural, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, rural, richest quintile, male (%)


IndicatorName: Total net attendance rate, primary, rural, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, primary, urban, both sexes (%)


IndicatorName: Total net attendance rate, primary, urban, female (%)


IndicatorName: Total net attendance rate, primary, urban, female, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, primary, urban, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, urban, male (%)


IndicatorName: Total net attendance rate, primary, urban, male, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, primary, urban, poorest quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, urban, poorest quintile, female (%)


IndicatorName: Total net attendance rate, primary, urban, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, urban, poorest quintile, male (%)


IndicatorName: Total net attendance rate, primary, urban, second quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, urban, second quintile, female (%)


IndicatorName: Total net attendance rate, primary, urban, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, urban, second quintile, male (%)


IndicatorName: Total net attendance rate, primary, urban, middle quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, urban, middle quintile, female (%)


IndicatorName: Total net attendance rate, primary, urban, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, urban, middle quintile, male (%)


IndicatorName: Total net attendance rate, primary, urban, fourth quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, urban, fourth quintile, female (%)


IndicatorName: Total net attendance rate, primary, urban, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, urban, fourth quintile, male (%)


IndicatorName: Total net attendance rate, primary, urban, richest quintile, both sexes (%)


IndicatorName: Total net attendance rate, primary, urban, richest quintile, female (%)


IndicatorName: Total net attendance rate, primary, urban, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, primary, urban, richest quintile, male (%)


IndicatorName: Total net attendance rate, primary, urban, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, primary, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, lower secondary, both sexes (%)

Longdefinition: Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is "Total net enrolment rate, lower secondary" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/


IndicatorName: Total net attendance rate, lower secondary, female (%)

Shortdefinition: Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is "Total net enrolment rate, lower secondary" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/


IndicatorName: Total net attendance rate, lower secondary, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, female, adjusted wealth parity index (WPIA)

Longdefinition: The Adjusted Wealth Parity Index (WPIA) is calculated by dividing the poorest quintile value for the indicator by the richest quintile value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted wealth parity index is symmetrical around 1 and lies in the range 0-2. An adjusted WPI equal to 1 indicates parity between the richest and poorest quintiles. In general, a value less than 1 indicates disparity in favor of the richest quintile and a value greater than 1 indicates disparity in favor of the poorest quintile. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Total net attendance rate, lower secondary, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, male (%)


IndicatorName: Total net attendance rate, lower secondary, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, male, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, lower secondary, poorest quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, poorest quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, poorest quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, poorest quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, poorest quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, poorest quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, second quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, second quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, second quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, second quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, second quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, second quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, middle quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, middle quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, middle quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, middle quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, middle quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, middle quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, fourth quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, fourth quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, fourth quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, fourth quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, fourth quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, fourth quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, richest quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, richest quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, richest quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, richest quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, richest quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, richest quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, lower secondary, rural, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, rural, female (%)


IndicatorName: Total net attendance rate, lower secondary, rural, female, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, lower secondary, rural, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, rural, male (%)


IndicatorName: Total net attendance rate, lower secondary, rural, male, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, lower secondary, rural, poorest quintile, both sexes (%)

Longdefinition: Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Total net attendance rate, lower secondary, rural, poorest quintile, female (%)

Shortdefinition: Total number of students of the official age group for lower secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for lower secondary education is due to attendance in of pre-primary or primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Total net attendance rate, lower secondary, rural, poorest quintile, adjusted gender parity index (GPIA)

Longdefinition: The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Total net attendance rate, lower secondary, rural, poorest quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, rural, second quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, rural, second quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, rural, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, rural, second quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, rural, middle quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, rural, middle quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, rural, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, rural, middle quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, rural, fourth quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, rural, fourth quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, rural, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, rural, fourth quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, rural, richest quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, rural, richest quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, rural, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, rural, richest quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, rural, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, lower secondary, urban, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, urban, female (%)


IndicatorName: Total net attendance rate, lower secondary, urban, female, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, lower secondary, urban, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, urban, male (%)


IndicatorName: Total net attendance rate, lower secondary, urban, male, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, lower secondary, urban, poorest quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, urban, poorest quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, urban, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, urban, poorest quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, urban, second quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, urban, second quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, urban, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, urban, second quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, urban, middle quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, urban, middle quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, urban, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, urban, middle quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, urban, fourth quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, urban, fourth quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, urban, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, urban, fourth quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, urban, richest quintile, both sexes (%)


IndicatorName: Total net attendance rate, lower secondary, urban, richest quintile, female (%)


IndicatorName: Total net attendance rate, lower secondary, urban, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, lower secondary, urban, richest quintile, male (%)


IndicatorName: Total net attendance rate, lower secondary, urban, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, lower secondary, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, upper secondary, both sexes (%)

Longdefinition: Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Total net attendance rate, upper secondary, female (%)

Shortdefinition: Total number of students of the official age group for upper secondary education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for upper secondary education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for upper secondary education is due to attendance in of pre-primary, primary or lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Total net attendance rate, upper secondary, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, upper secondary, female, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, upper secondary, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, upper secondary, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, upper secondary, male (%)


IndicatorName: Total net attendance rate, upper secondary, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, upper secondary, male, adjusted wealth parity index (WPIA)


IndicatorName: Total net attendance rate, upper secondary, poorest quintile, both sexes (%)


IndicatorName: Total net attendance rate, upper secondary, poorest quintile, female (%)


IndicatorName: Total net attendance rate, upper secondary, poorest quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, upper secondary, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, upper secondary, poorest quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, upper secondary, poorest quintile, male (%)


IndicatorName: Total net attendance rate, upper secondary, poorest quintile, male, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, upper secondary, second quintile, both sexes (%)


IndicatorName: Total net attendance rate, upper secondary, second quintile, female (%)


IndicatorName: Total net attendance rate, upper secondary, second quintile, female, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, upper secondary, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Total net attendance rate, upper secondary, second quintile, adjusted location parity index (LPIA)


IndicatorName: Total net attendance rate, upper secondary, second quintile, male (%)