IndicatorName: UIS: Percentage of population age 25+ whose highest level of education is Bachelor's or equivalent (ISCED 6), male

Longdefinition: The percentage of male population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed a bachelor's or equivalent degree as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Total

Longdefinition: The percentage of population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of persons aged 25 years and above with a completed bachelor's or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/

Source: UNESCO Institute for Statistics

Topic: Attainment


IndicatorName: UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Female

Longdefinition: The percentage of female population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of females aged 25 years and above who completed a bachelor's or equivalent degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). 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/

Notesfromoriginalsource: Attainment


IndicatorName: UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Male

Longdefinition: The percentage of male population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of males aged 25 years and above who completed a bachelor's or equivalent degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ whose highest level of education is Master's or equivalent (ISCED 7), both sexes

Longdefinition: The percentage of population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed a master's or equivalent degree as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ whose highest level of education is Master's or equivalent (ISCED 7), female

Longdefinition: The percentage of female population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed a master's or equivalent degree as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ whose highest level of education is Master's or equivalent (ISCED 7), male

Longdefinition: The percentage of male population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed a master's or equivalent degree as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Total

Longdefinition: The percentage of population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) or higher. This indicator is calculated by dividing the number of persons aged 25 years and above with a completed master's or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Female

Longdefinition: The percentage of female population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) or higher. This indicator is calculated by dividing the number of females aged 25 years and above who completed a master's or equivalent degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). 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: UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Male

Longdefinition: The percentage of male population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) or higher. This indicator is calculated by dividing the number of males aged 25 years and above who completed a master's or equivalent degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Total

Longdefinition: The percentage of population (age 25 and over) with a completed doctoral or equivalent degree (ISCED 8). This indicator is calculated by dividing the number of persons aged 25 years and above with a completed doctoral or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Female

Longdefinition: The percentage of female population (age 25 and over) with a completed doctoral or equivalent degree (ISCED 8). This indicator is calculated by dividing the number of females aged 25 years and above who completed a doctoral or equivalent degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Adjusted Gender Parity Index (GPIA)


IndicatorName: UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Male

Longdefinition: The percentage of male population (age 25 and over) with a completed doctoral or equivalent degree (ISCED 8). This indicator is calculated by dividing the number of males aged 25 years and above who completed a doctoral or equivalent degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Mean years of schooling (ISCED 1 or higher), population 25+ years, both sexes

Longdefinition: Mean years of schooling (MYS) provides the average number of years of education (primary/ISCED 1 or higher) completed by a country’s adult population (25 years and older), excluding years spent repeating grades. For further information and specific calculation methods, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Mean years of schooling (ISCED 1 or higher), population 25+ years, female

Longdefinition: Mean years of schooling (MYS) provides the average number of years of education (primary/ISCED 1 or higher) completed by a country’s female adult population (25 years and older), excluding years spent repeating grades. For further information and specific calculation methods, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Mean years of schooling (ISCED 1 or higher), population 25+ years, male

Longdefinition: Mean years of schooling (MYS) provides the average number of years of education (primary/ISCED 1 or higher) completed by a country’s male adult population (25 years and older), excluding years spent repeating grades. For further information and specific calculation methods, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with no schooling, both sexes

Longdefinition: The percentage of the population (age 25 and over) with no education. This indicator is calculated by dividing the number of persons aged 25 years and above with no education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with no schooling, female

Longdefinition: The percentage of the female population (age 25 and over) with no education. This indicator is calculated by dividing the number of females aged 25 years and above with no education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with no schooling, male

Longdefinition: The percentage of the male population (age 25 and over) with no education. This indicator is calculated by dividing the number of males aged 25 years and above with no education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ whose highest level of education is incomplete primary, both sexes

Longdefinition: The percentage of population (age 25 and over) with incomplete primary as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above with incomplete primary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ whose highest level of education is incomplete primary, female

Longdefinition: The percentage of female population (age 25 and over) with incomplete primary as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above with incomplete primary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ whose highest level of education is incomplete primary, male

Longdefinition: The percentage of male population (age 25 and over) with incomplete primary as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above with incomplete primary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with at least some primary (ISCED 1). Total

Longdefinition: The percentage of population (age 25 and over) with at least some primary education (ISCED 1). This indicator is calculated by dividing the number of persons aged 25 years and above with some primary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with at least some primary (ISCED 1). Female

Longdefinition: The percentage of female population (age 25 and over) with at least some primary education (ISCED 1). This indicator is calculated by dividing the number of females aged 25 years and above with some primary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with at least some primary (ISCED 1). 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: UIS: Percentage of population age 25+ with at least some primary (ISCED 1). Male

Longdefinition: The percentage of male population (age 25 and over) with at least some primary education (ISCED 1). This indicator is calculated by dividing the number of males aged 25 years and above with some primary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with unknown educational attainment. Total

Longdefinition: The percentage of the population (age 25 and over) with unknown educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above with unknown educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/

Othernotes: Single Level Attainment/ Not Cumulative


IndicatorName: UIS: Percentage of population age 25+ with unknown educational attainment. Female

Longdefinition: The percentage of the female population (age 25 and over) with unknown educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above with unknown educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: UIS: Percentage of population age 25+ with unknown educational attainment. Male

Longdefinition: The percentage of the male population (age 25 and over) with unknown educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above with unknown educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, both sexes (%)

Longdefinition: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

Notesfromoriginalsource: Secondary

Topic: Secondary


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Cognitive dimension, both sexes (%)

Shortdefinition: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. This indicator serves to identify country's students capacity to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity. It is about lifelong learning and is an integral part of quality education. The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Cognitive dimension, female (%)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience‚ Cognitive dimension‚ adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Cognitive dimension, male (%)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, female (%)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience‚ adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, male (%)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Confidence, both sexes (%)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Confidence, female (%)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience‚ Non-cognitive dimension‚ Confidence‚ adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Confidence, male (%)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Enjoyment, both sexes (%)

Longdefinition: Percentage of students in lower secondary education indicating enjoyment of environmental science and geoscience. Students who express high enjoyment of learning environmental science and geoscience and agree with expressions such as “I like to conduct science experiments”, “I learn many interesting things in science”, or “I like science”, and express disagreement to expressions such as “Science is boring” or “I wish I did not have to study science.” The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Enjoyment, female (%)

Shortdefinition: Percentage of students in lower secondary education indicating enjoyment of environmental science and geoscience. Students who express high enjoyment of learning environmental science and geoscience and agree with expressions such as “I like to conduct science experiments”, “I learn many interesting things in science”, or “I like science”, and express disagreement to expressions such as “Science is boring” or “I wish I did not have to study science.” The data was sourced from the IEA Trends in International Mathematics and Science Study (TIMSS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience‚ Non-cognitive dimension‚ Enjoyment‚ adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience, Non-cognitive dimension, Enjoyment, male (%)


IndicatorName: Proportion of 15-24 year-olds enrolled in vocational education, both sexes (%)

Longdefinition: Percentage of young people aged 15-24 years participating in technical or vocational education either in formal or non-formal (e.g. work-based or other settings) education, on a given date or during a specified period. The figure is calculated as the number of young people aged 15-24 years participating in technical and vocational education at secondary, post-secondary non-tertiary or tertiary levels of education is expressed as a percentage of the population of the same age group. The data source is administrative data from schools and other places of education and training or household survey data on enrolment in technical and vocational programmes by single year of age; population censuses and surveys for population estimates for the age group 15-24 years (if using administrative data on enrolment). Technical and vocational education and training can be offered in a variety of settings including schools and universities, workplace environments and others. Administrative data often capture only provision in formal settings such as schools and universities. Participation rates do not capture the intensity or quality of the provision nor the outcomes of the education and training on offer. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/

Notesfromoriginalsource: Vocational & Post-secondary Non-Tertiary


IndicatorName: Proportion of 15-24 year-olds enrolled in vocational education, female (%)

Shortdefinition: Percentage of young people aged 15-24 years participating in technical or vocational education either in formal or non-formal (e.g. work-based or other settings) education, on a given date or during a specified period. The figure is calculated as the number of young people aged 15-24 years participating in technical and vocational education at secondary, post-secondary non-tertiary or tertiary levels of education is expressed as a percentage of the population of the same age group. The data source is administrative data from schools and other places of education and training or household survey data on enrolment in technical and vocational programmes by single year of age; population censuses and surveys for population estimates for the age group 15-24 years (if using administrative data on enrolment). Technical and vocational education and training can be offered in a variety of settings including schools and universities, workplace environments and others. Administrative data often capture only provision in formal settings such as schools and universities. Participation rates do not capture the intensity or quality of the provision nor the outcomes of the education and training on offer. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/

Topic: Vocational & Post-secondary Non-Tertiary


IndicatorName: Proportion of 15-24 year-olds enrolled in vocational education, adjusted gender parity index (GPIA)


IndicatorName: Proportion of 15-24 year-olds enrolled in vocational education, male (%)


IndicatorName: Percentage of students in primary education who have their first or home language as language of instruction, both sexes (%)

Longdefinition: Number of students in primary education who have their first language or home language as language of instruction expressed as a percentage of the total number of students at the same level stage of education and year. The higher the percentage of children taught in their home language, the higher the probability that they acquire cognitive skills such as beginning reading and writing. Data for this indicator are compiled by the UNESCO Institute for Statistics from sources like El Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación (LLECE), Programme d'analyse des systèmes éducatifs de la confemen (PASEC), Trends in International Mathematics and Science Study (TIMSS), and Multiple Indicator Cluster Surveys (MICS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

Notesfromoriginalsource: Primary

Topic: Primary


IndicatorName: Percentage of students in primary education who have their first or home language as language of instruction, female (%)

Shortdefinition: Number of students in primary education who have their first language or home language as language of instruction expressed as a percentage of the total number of students at the same level stage of education and year. The higher the percentage of children taught in their home language, the higher the probability that they acquire cognitive skills such as beginning reading and writing. Data for this indicator are compiled by the UNESCO Institute for Statistics from sources like El Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación (LLECE), Programme d'analyse des systèmes éducatifs de la confemen (PASEC), Trends in International Mathematics and Science Study (TIMSS), and Multiple Indicator Cluster Surveys (MICS). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Percentage of students in primary education who have their first or home language as language of instruction, adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in primary education who have their first or home language as language of instruction, very affluent socioeconomic background, both sexes (%)


IndicatorName: Percentage of students in primary education who have their first or home language as language of instruction, very poor socioeconomic background, both sexes (%)


IndicatorName: Percentage of students in primary education who have their first or home language as language of instruction, 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: Percentage of students in primary education who have their first or home language as language of instruction, male (%)


IndicatorName: Percentage of students in primary education who have their first or home language as language of instruction, rural, both sexes (%)


IndicatorName: Percentage of students in primary education who have their first or home language as language of instruction, urban, both sexes (%)


IndicatorName: Percentage of students in primary education who have their first or home language as language of instruction, 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: Percentage of graduates from tertiary education graduating from Business, Administration and Law programmes, both sexes (%)

Longdefinition: Share of all tertiary graduates who completed Business, Administration and Law programmes in the reference year.

Topic: Tertiary


IndicatorName: Percentage of graduates from Science, Technology, Engineering and Mathematics programmes in tertiary education, both sexes (%)

Longdefinition: Share of all tertiary graduates who completed Science, Technology, Engineering and Mathematics in the reference year.


IndicatorName: Percentage of graduates from tertiary education graduating from Information and Communication Technologies programmes, both sexes (%)

Longdefinition: Share of all tertiary graduates who completed Information and Communication Technologies programmes in the reference year.


IndicatorName: Percentage of graduates from programmes other than Science, Technology, Engineering and Mathematics in tertiary education, both sexes (%)

Shortdefinition: Share of all tertiary graduates who completed Science, Technology, Engineering and Mathematics in the reference year.


IndicatorName: Percentage of teachers in lower secondary education who are female (%)

Longdefinition: Number of female teachers at the lower secondary level expressed as a percentage of the total number of teachers (male and female) at the lower secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.

Topic: Teachers


IndicatorName: Percentage of teachers in upper secondary education who are female (%)

Longdefinition: Number of female teachers at the upper secondary level expressed as a percentage of the total number of teachers (male and female) at the upper secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


IndicatorName: Percentage of teachers in post-secondary non-tertiary education who are female (%)

Longdefinition: Number of female teachers at the post-secondary non-tertiary level expressed as a percentage of the total number of teachers (male and female) at the post-secondary non-tertiary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.


IndicatorName: Gross attendance ratio for tertiary education, both sexes (%)

Longdefinition: Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/

Notesfromoriginalsource: Tertiary


IndicatorName: Gross attendance ratio for tertiary education, female (%)

Shortdefinition: Number of students attending tertiary education at any time during the reference academic year, regardless of age, expressed as a percentage of the official school-age population corresponding to tertiary education. For the tertiary level, the population used is the 5-year age group starting from the official secondary school graduation age. The GAR can exceed 100% due to the inclusion of over-aged and under-aged students. Reasons include early or late entry, and grade repetition. For tertiary education, the GAR can exceed 100% due to the inclusion of students outside the 5-year age group starting from the official secondary school graduation age. Data are compiled by the UNESCO Institute for Statistics and sourced from national census data and household surveys. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Gross attendance ratio for tertiary education, female, 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: Gross attendance ratio for tertiary education, female, 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: Gross attendance ratio for tertiary education, 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: Gross attendance ratio for tertiary education, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, male (%)


IndicatorName: Gross attendance ratio for tertiary education, male, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, male, adjusted wealth parity index (WPIA)


IndicatorName: Gross attendance ratio for tertiary education, poorest quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, poorest quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, poorest quintile, female, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, poorest quintile, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, poorest quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, poorest quintile, male, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, second quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, second quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, second quintile, female, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, second quintile, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, second quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, second quintile, male, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, middle quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, middle quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, middle quintile, female, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, middle quintile, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, middle quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, middle quintile, male, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, fourth quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, fourth quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, fourth quintile, female, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, fourth quintile, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, fourth quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, fourth quintile, male, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, richest quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, richest quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, richest quintile, female, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, richest quintile, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, richest quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, richest quintile, male, adjusted location parity index (LPIA)


IndicatorName: Gross attendance ratio for tertiary education, rural, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, female (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, female, adjusted wealth parity index (WPIA)


IndicatorName: Gross attendance ratio for tertiary education, rural, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, rural, male (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, male, adjusted wealth parity index (WPIA)


IndicatorName: Gross attendance ratio for tertiary education, rural, poorest quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, poorest quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, rural, poorest quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, second quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, second quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, rural, second quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, middle quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, middle quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, rural, middle quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, fourth quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, fourth quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, rural, fourth quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, richest quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, richest quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, rural, richest quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, rural, adjusted wealth parity index (WPIA)


IndicatorName: Gross attendance ratio for tertiary education, urban, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, female (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, female, adjusted wealth parity index (WPIA)


IndicatorName: Gross attendance ratio for tertiary education, urban, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, urban, male (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, male, adjusted wealth parity index (WPIA)


IndicatorName: Gross attendance ratio for tertiary education, urban, poorest quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, poorest quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, poorest quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, urban, poorest quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, second quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, second quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, second quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, urban, second quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, middle quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, middle quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, middle quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, urban, middle quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, fourth quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, fourth quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, fourth quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, urban, fourth quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, richest quintile, both sexes (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, richest quintile, female (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, richest quintile, adjusted gender parity index (GPIA)


IndicatorName: Gross attendance ratio for tertiary education, urban, richest quintile, male (%)


IndicatorName: Gross attendance ratio for tertiary education, urban, adjusted wealth parity index (WPIA)


IndicatorName: Gross attendance ratio for tertiary education, adjusted wealth parity index (WPIA)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, both sexes (%)

Longdefinition: Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, both sexes (%)

Shortdefinition: Percentage of students with an adequate understanding of issues relating to global citizenship and sustainability, a concept which nurtures respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. Global citizenship education aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, and inclusive and secure world. The value is calculated as the number of students at the relevant stage of education in a given year achieving or exceeding the pre-defined level of adequate understanding of issues relating to global citizenship and sustainability within a given country or region and expressed as a percentage of the total number of students at the same stage of education and year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, female (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Cognitive Dimension, male (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, female (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, male (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Freedom, both sexes (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Freedom, female (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Freedom, adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Freedom, male (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Gender equality, both sexes (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Gender equality, female (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Gender equality, adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Gender equality, male (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Global-local thinking, both sexes (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Global-local thinking, female (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Global-local thinking, adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Global-local thinking, male (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Multiculturalism, both sexes (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Multiculturalism, female (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Multiculturalism, adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Multiculturalism, male (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Peace, both sexes (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Peace, female (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Peace, adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Peace, male (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, both sexes (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, female (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Sustainable development, adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Sustainable development, male (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Social Justice, both sexes (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Social Justice, female (%)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability‚ Non-cognitive Dimension‚ Social Justice, adjusted gender parity index (GPIA)


IndicatorName: Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability, Non-cognitive Dimension, Social Justice, male (%)


IndicatorName: Gross enrolment ratio, early childhood education, both sexes (%)

Longdefinition: Total enrollment in early childhood education, regardless of age, expressed as a percentage of the total population of official early childhood education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.

Topic: Early Childhood Education


IndicatorName: Gross enrolment ratio, early childhood education, female (%)

Longdefinition: Total female enrollment in early childhood education, regardless of age, expressed as a percentage of the total female population of official early childhood education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, early childhood education, adjusted gender parity index (GPIA)

Notesfromoriginalsource: Early Childhood Education


IndicatorName: Gross enrolment ratio, early childhood education, male (%)

Longdefinition: Total male enrollment in early childhood education, regardless of age, expressed as a percentage of the total male population of official early childhood education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, early childhood educational development programmes, both sexes (%)

Longdefinition: Total enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total population of the official age for early childhood educational development programmes. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, early childhood educational development programmes, female (%)

Longdefinition: Total female enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total female population of the official age for early childhood educational development programmes. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, early childhood educational development programmes, adjusted gender parity index (GPIA)


IndicatorName: Gross enrolment ratio, early childhood educational development programmes, male (%)

Longdefinition: Total male enrollment in early childhood educational development programmes, regardless of age, expressed as a percentage of the total male population of the official age for early childhood educational development programmes. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, pre-primary, adjusted gender parity index (GPIA)


IndicatorName: Gross enrolment ratio, primary and lower secondary, both sexes (%)

Longdefinition: Total enrollment in primary and lower secondary education, regardless of age, expressed as a percentage of the population of official primary and lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, primary and lower secondary, female (%)

Longdefinition: Total female enrollment in primary and lower secondary education, regardless of age, expressed as a percentage of the female population of official primary and lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, primary and lower secondary, gender parity index (GPI)

Longdefinition: Ratio of female gross enrolment ratio for primary and lower secondary to male gross enrolment ratio for primary and lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A 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.


IndicatorName: Gross enrolment ratio, primary and lower secondary, male (%)

Longdefinition: Total male enrollment in primary and lower secondary education, regardless of age, expressed as a percentage of the male population of official primary and lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, primary and secondary, both sexes (%)

Longdefinition: Total enrollment in primary and secondary education, regardless of age, expressed as a percentage of the total population of official primary and secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, primary and secondary, female (%)

Longdefinition: Total female enrollment in primary and secondary education, regardless of age, expressed as a percentage of the total female population of official primary and secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, primary and secondary, male (%)

Longdefinition: Total male enrollment in primary and secondary education, regardless of age, expressed as a percentage of the total male population of official primary and secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, primary to tertiary, female (%)

Longdefinition: Total female enrollment in primary, secondary and tertiary education, regardless of age, expressed as a percentage of the total female population of primary school age, secondary school age, and the five-year age group following on from secondary school leaving. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, primary to tertiary, gender parity index (GPI)

Longdefinition: Ratio of female gross enrolment ratio for primary to tertiary to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A 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.


IndicatorName: Gross enrolment ratio, primary to tertiary, male (%)

Longdefinition: Total male enrollment in primary, secondary and tertiary education, regardless of age, expressed as a percentage of the total male population of primary school age, secondary school age, and the five-year age group following on from secondary school leaving. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.


IndicatorName: Gross enrolment ratio, lower secondary, gender parity index (GPI)

Longdefinition: Ratio of female gross enrolment ratio for lower secondary to the male gross enrolment ratio for lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A 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.


IndicatorName: Gross enrolment ratio, upper secondary, gender parity index (GPI)

Longdefinition: Ratio of female gross enrolment ratio for upper secondary to the male gross enrolment ratio for upper secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A 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.


IndicatorName: Gross enrolment ratio, post-secondary non-tertiary, both sexes (%)

Longdefinition: Total enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the total population of official post-secondary non-tertiary education age.

Topic: Post-Secondary/Non-Tertiary


IndicatorName: Gross enrolment ratio, post-secondary non-tertiary, female (%)

Longdefinition: Total female enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the female population of official post-secondary non-tertiary education age.


IndicatorName: Gross enrolment ratio, post-secondary non-tertiary, gender parity index (GPI)

Longdefinition: Ratio of female gross enrolment ratio for post-secondary non-tertiary education to the male gross enrolment ratio for post-secondary non-tertiary education. It is calculated by dividing the female value for the indicator by the male value for the indicator. A 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.


IndicatorName: Gross enrolment ratio, post-secondary non-tertiary, male (%)

Longdefinition: Total male enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the male population of official post-secondary non-tertiary education age.


IndicatorName: Gross enrolment ratio for tertiary education, 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: Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, gender parity index (GPI)

Longdefinition: Ratio of female gross graduation ratio to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A 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.


IndicatorName: Share of all students in lower secondary education enrolled in general programmes (%)

Longdefinition: Total number of students enrolled in general programmes at the lower secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the lower secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.


IndicatorName: Share of all students in lower secondary education enrolled in vocational programmes (%)

Longdefinition: Total number of students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the lower secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.


IndicatorName: Share of all students in secondary education enrolled in general programmes (%)

Longdefinition: Total number of students enrolled in general programmes at the secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.


IndicatorName: Share of all students in upper secondary education enrolled in general programmes (%)

Longdefinition: Total number of students enrolled in general programmes at the upper secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the upper secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.


IndicatorName: Share of all students in upper secondary education enrolled in vocational programmes (%)

Longdefinition: Total number of students enrolled in vocational programmes at the upper secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the upper secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.


IndicatorName: Share of all students in post-secondary non-tertiary education enrolled in general programmes (%)

Longdefinition: Total number of students enrolled in general programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.


IndicatorName: Share of all students in post-secondary non-tertiary education enrolled in vocational programmes (%)

Longdefinition: Total number of students enrolled in vocational programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.


IndicatorName: Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), both sexes (%)

Longdefinition: The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded ‘yes’ to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/

Notesfromoriginalsource: Technology Skills

Topic: Technology Skills


IndicatorName: Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), female (%)

Shortdefinition: The proportion of youth and adults with information and communications technology (ICT) skills, by type of skill as defined as the percentage of individuals that have undertaken certain ICT-related activities in the last 3 months. The lack of ICT skills continues to be one of the key barriers keeping people from fully benefitting from the potential of ICT. These data may be used to inform targeted policies to improve ICT skills, and thus contribute to an inclusive information society. The data compiler for this indicator is the International Telecommunication Union (ITU). Eurostat collects data annually for 32 European countries, while the ITU is responsible for setting up the standards and collecting this information from the remaining countries. The figure is calculated as the percentage of people in a given population who have responded ‘yes’ to a selected number of variables e.g. the use of ICT skills in various subject areas or learning domains, the use of ICT skills inside or outside of school and/or workplace, the minimum amount of time spent using ICT skills inside and outside of school and/or workplace, availability of internet access inside or outside of school and/or workplace, etc. in the past 3 months, regardless of where that activity took place. The data are self-reported information on the use of ICT skills in household surveys. One of the main challenges of measurement for this indicator is that it is based only on the information people self-report. They provide information on the types of activities they have undertaken but not on their proficiency level. While self-reporting offers a cost efficient approach to data collection, it is important to consider that the results can vary between groups from different cultural and personal backgrounds. Women, for example, tend to under-report their abilities in using computers and the Internet, while men tend to overstate them. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/


IndicatorName: Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), adjusted gender parity index (GPIA)


IndicatorName: Proportion of youth and adults who have sent e-mails with attached files (e.g. document, picture, video), male (%)


IndicatorName: Proportion of youth and adults who have connected and installed new devices (%)


IndicatorName: Proportion of youth and adults who have connected and installed new devices, female (%)


IndicatorName: Proportion of youth and adults who have connected and installed new devices, adjusted gender parity index (GPIA)


IndicatorName: Proportion of youth and adults who have connected and installed new devices, male (%)


IndicatorName: Proportion of youth and adults who have copied or moved a file or folder (%)


IndicatorName: Proportion of youth and adults who have copied or moved a file or folder, female (%)


IndicatorName: Proportion of youth and adults who have copied or moved a file or folder, adjusted gender parity index (GPIA)


IndicatorName: Proportion of youth and adults who have copied or moved a file or folder, male (%)


IndicatorName: Proportion of youth and adults who have created electronic presentations with presentation software (%)


IndicatorName: Proportion of youth and adults who have created electronic presentations with presentation software, female (%)


IndicatorName: Proportion of youth and adults who have created electronic presentations with presentation software, adjusted gender parity index (GPIA)


IndicatorName: Proportion of youth and adults who have created electronic presentations with presentation software, male (%)


IndicatorName: Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document , both sexes (%)


IndicatorName: Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document, female (%)


IndicatorName: Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document, adjusted gender parity index (GPIA)


IndicatorName: Proportion of youth and adults who have used copy and paste tools to duplicate or move information within a document, male (%)


IndicatorName: Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, both sexes (%)


IndicatorName: Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, female (%)


IndicatorName: Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, adjusted gender parity index (GPIA)


IndicatorName: Proportion of youth and adults who have used basic arithmetic formulae in a spreadsheet, male (%)


IndicatorName: Proportion of youth and adults who have wrote a computer program using a specialised programming language, both sexes (%)


IndicatorName: Proportion of youth and adults who have wrote a computer program using a specialised programming language, female (%)


IndicatorName: Proportion of youth and adults who have wrote a computer program using a specialised programming language, adjusted gender parity index (GPIA)


IndicatorName: Proportion of youth and adults who have wrote a computer program using a specialised programming language, male (%)


IndicatorName: Proportion of youth and adults who have found, downloaded, installed and configured software, both sexes (%)


IndicatorName: Proportion of youth and adults who have found, downloaded, installed and configured software, female (%)


IndicatorName: Proportion of youth and adults who have found, downloaded, installed and configured software, adjusted gender parity index (GPIA)


IndicatorName: Proportion of youth and adults who have found, downloaded, installed and configured software, male (%)


IndicatorName: Proportion of youth and adults who have transferred files between a computer and other devices, both sexes (%)


IndicatorName: Proportion of youth and adults who have transferred files between a computer and other devices, female (%)


IndicatorName: Proportion of youth and adults who have transferred files between a computer and other devices, adjusted gender parity index (GPIA)


IndicatorName: Proportion of youth and adults who have transferred files between a computer and other devices, male (%)


IndicatorName: Illiterate population, 25-64 years, both sexes (number)

Longdefinition: Total number of adults from age 25 to age 64 who cannot both read and write with understanding a short simple statement on their everyday life.

Topic: Literacy


IndicatorName: Illiterate population, 25-64 years, female (number)

Longdefinition: Total number of females from age 25 to age 64 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Illiterate population, 25-64 years, male (number)

Longdefinition: Total number of males from age 25 to age 64 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Illiterate population, 25-64 years, % female

Longdefinition: Share of the adult illiterate population (age 25-64) that is female.


IndicatorName: Youth illiterate population, 15-24 years, both sexes (number)

Longdefinition: Total number of youth between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Youth illiterate population, 15-24 years, female (number)

Longdefinition: Total number of females between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Youth illiterate population, 15-24 years, male (number)

Longdefinition: Total number of males between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Adult illiterate population, 15+ years, both sexes (number)

Longdefinition: Total number of adults over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Adult illiterate population, 15+ years, female (number)

Longdefinition: Total number of females over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Adult illiterate population, 15+ years, male (number)

Longdefinition: Total number of males over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Elderly illiterate population, 65+ years, both sexes (number)

Longdefinition: Total number of adults over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Elderly illiterate population, 65+ years, female (number)

Longdefinition: Total number of females over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Elderly illiterate population, 65+ years, male (number)

Longdefinition: Total number of males over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.


IndicatorName: Youth illiterate population, 15-24 years, % female

Longdefinition: Share of the youth illiterate population that is female.


IndicatorName: Adult illiterate population, 15+ years, % female

Longdefinition: Share of the adult illiterate population (age 15+) that is female.


IndicatorName: Elderly illiterate population, 65+ years, % female

Longdefinition: Share of the elderly illiterate population that is female.


IndicatorName: Youth literacy rate, population 15-24 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/

Notesfromoriginalsource: Literacy


IndicatorName: Youth literacy rate, population 15-24 years, 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, adjusted location parity index (LPIA)


IndicatorName: Youth literacy rate, population 15-24 years, male, adjusted location parity index (LPIA)