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


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

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


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


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

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


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


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


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

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/


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

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


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


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

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/


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


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


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


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

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/


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

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


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


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


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


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


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


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


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


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


Repetition rate in primary education (all grades), both sexes (%)

Number of repeaters in primary education in a given school year, expressed as a percentage of enrolment in primary education in the previous school year. Divide the number of repeaters in primary education in school year t+1 by the number of pupils from the same cohort enrolled in primary education in the previous school year t.


Repetition rate in primary education (all grades), female (%)

Number of female repeaters in primary education in a given school year, expressed as a percentage of female enrolment in primary education in the previous school year. Divide the number of female repeaters in primary education in school year t+1 by the number of female pupils from the same cohort enrolled in primary education in the previous school year t.


Repetition rate in Grade 1 of primary education, both sexes (%)

Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.


Repetition rate in Grade 1 of primary education, female (%)

Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.


Repetition rate in Grade 1 of primary education, male (%)

Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.


Repetition rate in Grade 2 of primary education, both sexes (%)


Repetition rate in Grade 2 of primary education, female (%)


Repetition rate in Grade 2 of primary education, male (%)


Repetition rate in Grade 3 of primary education, both sexes (%)


Repetition rate in Grade 3 of primary education, female (%)


Repetition rate in Grade 3 of primary education, male (%)


Repetition rate in Grade 4 of primary education, both sexes (%)


Repetition rate in Grade 4 of primary education, female (%)


Repetition rate in Grade 4 of primary education, male (%)


Repetition rate in Grade 5 of primary education, both sexes (%)


Repetition rate in Grade 5 of primary education, female (%)


Repetition rate in Grade 5 of primary education, male (%)


Repetition rate in Grade 6 of primary education, both sexes (%)


Repetition rate in Grade 6 of primary education, female (%)


Repetition rate in Grade 6 of primary education, male (%)


Repetition rate in Grade 7 of primary education, both sexes (%)


Repetition rate in Grade 7 of primary education, female (%)


Repetition rate in Grade 7 of primary education, male (%)


Repetition rate in primary education (all grades), male (%)

Number of male repeaters in primary education in a given school year, expressed as a percentage of male enrolment in primary education in the previous school year. Divide the number of male repeaters in primary education in school year t+1 by the number of male pupils from the same cohort enrolled in primary education in the previous school year t.


Repetition rate in lower secondary general education (all grades), both sexes (%)

Number of repeaters in lower secondary education in a given school year, expressed as a percentage of enrolment in lower secondary education in the previous school year. Divide the number of repeaters in lower secondary education in school year t+1 by the number of pupils from the same cohort enrolled in lower secondary education in the previous school year t.


Repetition rate in lower secondary general education (all grades), female (%)

Number of female repeaters in lower secondary education in a given school year, expressed as a percentage of female enrolment in lower secondary education in the previous school year. Divide the number of female repeaters in lower secondary education in school year t+1 by the number of female pupils from the same cohort enrolled in lower secondary education in the previous school year t.


Repetition rate in Grade 1 of lower secondary general education, both sexes (%)


Repetition rate in Grade 1 of lower secondary general education, female (%)


Repetition rate in Grade 1 of lower secondary general education, male (%)


Repetition rate in Grade 2 of lower secondary general education, both sexes (%)


Repetition rate in Grade 2 of lower secondary general education, female (%)


Repetition rate in Grade 2 of lower secondary general education, male (%)


Repetition rate in Grade 3 of lower secondary general education, both sexes (%)


Repetition rate in Grade 3 of lower secondary general education, female (%)


Repetition rate in Grade 3 of lower secondary general education, male (%)


Repetition rate in Grade 4 of lower secondary general education, both sexes (%)


Repetition rate in Grade 4 of lower secondary general education, female (%)


Repetition rate in Grade 4 of lower secondary general education, male (%)


Repetition rate in Grade 5 of lower secondary general education, both sexes (%)


Repetition rate in Grade 5 of lower secondary general education, female (%)


Repetition rate in Grade 5 of lower secondary general education, male (%)


Repetition rate in lower secondary general education (all grades), male (%)

Number of male repeaters in lower secondary education in a given school year, expressed as a percentage of male enrolment in lower secondary education in the previous school year. Divide the number of male repeaters in lower secondary education in school year t+1 by the number of male pupils from the same cohort enrolled in lower secondary education in the previous school year t.


Out-of-school rate for children of primary school age, both sexes (%)

The number of students of the official age for primary education is subtracted from the total population of the same age. The result is expressed as a percentage of the population of the official age for primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school rate for children of primary school age, female (%)

The number of female students of the official age for primary education is subtracted from the total female population of the same age. The result is expressed as a percentage of the female population of the official age for primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school rate for children of primary school age, adjusted gender parity index (GPIA)


Out-of-school rate for children of primary school age, male (%)

The number of male students of the official age for primary education is subtracted from the total male population of the same age. The result is expressed as a percentage of the male population of the official age for primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school rate for children and adolescents of primary and lower secondary school age, both sexes (%)

Proportion of children and adolescents in the official age range for primary and lower secondary education who are not enrolled in primary or lower secondary education. To calculate the indicator, the number of students of the official age for primary and lower secondary education enrolled in primary or lower secondary education is subtracted from the total population of primary and lower secondary education. The result is expressed as a percentage of the population of the official age for primary and lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school rate for children and adolescents of primary and lower secondary school age, female (%)


Out-of-school rate for children and adolescents of primary and lower secondary school age, adjusted gender parity index (GPIA)


Out-of-school rate for children and adolescents of primary and lower secondary school age, male (%)


Out-of-school rate for children, adolescents and youth of primary, lower secondary and upper secondary school age, both sexes (%)

Proportion of children, adolescents, and youth in the official age range for primary, lower secondary, and upper secondary education who are not enrolled in primary, lower secondary, or upper secondary education. To calculate the indicator, the number of students of the official age for primary, lower secondary, and upper secondary education enrolled in primary, lower secondary, and upper secondary education is subtracted from the total population of primary, lower secondary, and upper secondary education. The result is expressed as a percentage of the population of the official age for primary, lower secondary, and upper secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school rate for children, adolescents and youth of primary, lower secondary and upper secondary school age, female (%)


Out-of-school rate for children, adolescents and youth of primary, lower secondary and upper secondary school age, adjusted gender parity index (GPIA)

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/


Out-of-school rate for children, adolescents and youth of primary, lower secondary and upper secondary school age, male (%)


Out-of-school rate for adolescents of lower secondary school age, both sexes (%)

Number of adolescents of official lower secondary school age who are not enrolled in lower secondary school expressed as a percentage of the population of official lower secondary school age.


Out-of-school rate for adolescents of lower secondary school age, female (%)

Number of females of official lower secondary school age who are not enrolled in lower secondary school expressed as a percentage of the female population of official lower secondary school age.


Out-of-school rate for adolescents of lower secondary school age, adjusted gender parity index (GPIA)


Out-of-school rate for adolescents of lower secondary school age, male (%)

Number of males of official lower secondary school age who are not enrolled in lower secondary school expressed as a percentage of the male population of official lower secondary school age.


Out-of-school rate for adolescents and youth of lower and upper secondary school age, both sexes (%)

Number of adolescents and youth of lower secondary and upper secondary school age who are not enrolled or attending school during in a given academic year. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school rate for adolescents and youth of lower and upper secondary school age, female (%)


Out-of-school rate for adolescents and youth of lower and upper secondary school age, adjusted gender parity index (GPIA)


Out-of-school rate for adolescents and youth of lower and upper secondary school age, male (%)


Out-of-school rate for youth of upper secondary school age, both sexes (%)

Number of youth of official upper secondary school age who are not enrolled in upper secondary school expressed as a percentage of the population of official upper secondary school age.


Out-of-school rate for youth of upper secondary school age, female (%)

Number of females of official upper secondary school age who are not enrolled in upper secondary school expressed as a percentage of the female population of official upper secondary school age.


Out-of-school rate for youth of upper secondary school age, adjusted gender parity index (GPIA)


Out-of-school rate for youth of upper secondary school age, male (%)

Number of males of official upper secondary school age who are not enrolled in upper secondary school expressed as a percentage of the male population of official upper secondary school age.


Out-of-school rate for children one year younger than official primary entrance age, both sexes (%)

Proportion of children in the official age range for one year before primary education who are not enrolled in pre-primary education. To calculate the indicator, the number of students of the official age for one year before primary education enrolled in pre-primary education is subtracted from the total population for one year before primary education. The result is expressed as a percentage of the population of the official age for the year before primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school rate for children one year younger than official primary entrance age, female (%)


Out-of-school rate for children one year younger than official age, adjusted gender parity index (GPIA)


Out-of-school rate for children one year younger than official primary entrance age, male (%)


Out-of-school rate for children of primary school age, both sexes (household survey data) (%)

Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/


Out-of-school rate for children of primary school age, female (household survey data) (%)


Out-of-school rate for children of primary school age, female, adjusted location parity index (household survey data) (LPIA)

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/


Out-of-school rate for children of primary school age, female, adjusted wealth parity index (household survey data) (WPIA)

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/


Out-of-school rate for children of primary school age, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, male (household survey data) (%)


Out-of-school rate for children of primary school age, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, male, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for children of primary school age, poorest quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, poorest quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, poorest quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, poorest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, poorest quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, poorest quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, poorest quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, second quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, second quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, second quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, second quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, second quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, second quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, second quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, middle quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, middle quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, middle quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, middle quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, middle quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, middle quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, middle quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, fourth quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, fourth quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, fourth quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, fourth quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, fourth quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, fourth quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, fourth quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, richest quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, richest quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, richest quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, richest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, richest quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, richest quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, richest quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for children of primary school age, rural, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, rural, female (household survey data) (%)


Out-of-school rate for children of primary school age, rural, female, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for children of primary school age, rural, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, rural, male (household survey data) (%)


Out-of-school rate for children of primary school age, rural, male, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for children of primary school age, rural, poorest quintile, both sexes (household survey data) (%)

Proportion of children in the official age range for primary education who are not enrolled in primary education. To calculate the indicator, the number of students of the official age for primary education enrolled in primary education is subtracted from the total population of primary education. The result is expressed as a percentage of the population of the official age for primary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school rate for children of primary school age, rural, poorest quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, primary education, rural, poorest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, rural, poorest quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, rural, second quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, rural, second quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, primary education, rural, second quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, rural, second quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, rural, middle quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, rural, middle quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, primary education, rural, middle quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, rural, middle quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, rural, fourth quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, rural, fourth quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, primary education, rural, fourth quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, rural, fourth quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, rural, richest quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, rural, richest quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, primary education, rural, richest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, rural, richest quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, rural, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for children of primary school age, urban, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, urban, female (household survey data) (%)


Out-of-school rate for children of primary school age, urban, female, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for children of primary school age, urban, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, urban, male (household survey data) (%)


Out-of-school rate for children of primary school age, urban, male, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for children of primary school age, urban, poorest quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, urban, poorest quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, primary education, urban, poorest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, urban, poorest quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, urban, second quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, urban, second quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, primary education, urban, second quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, urban, second quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, urban, middle quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, urban, middle quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, primary education, urban, middle quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, urban, middle quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, urban, fourth quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, urban, fourth quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, primary education, urban, fourth quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, urban, fourth quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, urban, richest quintile, both sexes (household survey data) (%)


Out-of-school rate for children of primary school age, urban, richest quintile, female (household survey data) (%)


Out-of-school rate for children of primary school age, primary education, urban, richest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for children of primary school age, urban, richest quintile, male (household survey data) (%)


Out-of-school rate for children of primary school age, urban, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for children of primary school age, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for adolescents of lower secondary school age, both sexes (household survey data) (%)

Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/


Out-of-school rate for adolescents of lower secondary school age, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, female, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for adolescents of lower secondary school age, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, male, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for adolescents of lower secondary school age, poorest quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, poorest quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, poorest quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, poorest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, poorest quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, poorest quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, poorest quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, second quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, second quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, second quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, second quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, second quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, second quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, second quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, middle quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, middle quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, middle quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, middle quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, middle quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, middle quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, middle quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, fourth quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, fourth quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, fourth quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, fourth quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, fourth quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, fourth quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, fourth quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, richest quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, richest quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, richest quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, richest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, richest quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, richest quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, richest quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for adolescents of lower secondary school age, rural, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, female, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for adolescents of lower secondary school age, rural, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, rural, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, male, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for adolescents of lower secondary school age, rural, poorest quintile, both sexes (household survey data) (%)

Proportion of adolescents in the official age range for lower secondary education who are not enrolled in lower secondary education. To calculate the indicator, the number of students of the official age for lower secondary education enrolled in lower secondary education is subtracted from the total population of lower secondary education. The result is expressed as a percentage of the population of the official age for lower secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school rate for adolescents of lower secondary school age, rural, poorest quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, poorest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, rural, poorest quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, second quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, second quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, second quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, rural, second quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, middle quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, middle quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, middle quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, rural, middle quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, fourth quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, fourth quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, fourth quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, rural, fourth quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, richest quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, richest quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, richest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, rural, richest quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, rural, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for adolescents of lower secondary school age, urban, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, female, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for adolescents of lower secondary school age, urban, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, urban, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, male, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for adolescents of lower secondary school age, urban, poorest quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, poorest quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, poorest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, urban, poorest quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, second quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, second quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, second quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, urban, second quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, middle quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, middle quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, middle quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, urban, middle quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, fourth quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, fourth quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, fourth quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, urban, fourth quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, richest quintile, both sexes (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, richest quintile, female (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, richest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for adolescents of lower secondary school age, urban, richest quintile, male (household survey data) (%)


Out-of-school rate for adolescents of lower secondary school age, urban, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for adolescents of lower secondary school age, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for youth of upper secondary school age, both sexes (household survey data) (%)

Proportion of youth in the official age range for upper secondary education who are not enrolled in upper secondary education. To calculate the indicator, the number of students of the official age for upper secondary education enrolled in upper secondary education is subtracted from the total population of upper secondary education. The result is expressed as a percentage of the population of the official age for upper secondary education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Out-of-school rate for youth of upper secondary school age, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, female, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for youth of upper secondary school age, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, male, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for youth of upper secondary school age, poorest quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, poorest quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, poorest quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, poorest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, poorest quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, poorest quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, poorest quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, second quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, second quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, second quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, second quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, second quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, second quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, second quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, middle quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, middle quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, middle quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, middle quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, middle quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, middle quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, middle quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, fourth quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, fourth quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, fourth quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, fourth quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, fourth quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, fourth quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, fourth quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, richest quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, richest quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, richest quintile, female, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, richest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, richest quintile, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, richest quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, richest quintile, male, adjusted location parity index (household survey data) (LPIA)


Out-of-school rate for youth of upper secondary school age, rural, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, female, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for youth of upper secondary school age, rural, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, rural, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, male, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for youth of upper secondary school age, rural, poorest quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, poorest quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, poorest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, rural, poorest quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, second quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, second quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, second quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, rural, second quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, middle quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, middle quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, middle quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, rural, middle quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, fourth quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, fourth quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, fourth quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, rural, fourth quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, richest quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, richest quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, richest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, rural, richest quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, rural, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for youth of upper secondary school age, urban, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, female, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for youth of upper secondary school age, urban, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, urban, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, male, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for youth of upper secondary school age, urban, poorest quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, poorest quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, poorest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, urban, poorest quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, second quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, second quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, second quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, urban, second quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, middle quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, middle quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, middle quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, urban, middle quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, fourth quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, fourth quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, fourth quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, urban, fourth quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, richest quintile, both sexes (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, richest quintile, female (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, richest quintile, adjusted gender parity index (household survey data) (GPIA)


Out-of-school rate for youth of upper secondary school age, urban, richest quintile, male (household survey data) (%)


Out-of-school rate for youth of upper secondary school age, urban, adjusted wealth parity index (household survey data) (WPIA)


Out-of-school rate for youth of upper secondary school age, adjusted wealth parity index (household survey data) (WPIA)


School age population, early childhood education, both sexes (number)

Population of the age-group theoretically corresponding to early childhood education (ISCED 0) as indicated by theoretical entrance age and duration. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years, and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


School age population, early childhood education, female (number)

Female population of the age-group theoretically corresponding to early childhood education (ISCED 0) as indicated by theoretical entrance age and duration. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years, and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


School age population, early childhood education, male (number)

Male population of the age-group theoretically corresponding to early childhood education (ISCED 0) as indicated by theoretical entrance age and duration. Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years, and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


School age population, early childhood educational development programmes, both sexes (number)

Population of the age-group theoretically corresponding to early childhood educational development as indicated by theoretical entrance age and duration. Early childhood educational development programmes are targeted at children aged 0 to 2 years, and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


School age population, early childhood educational development programmes, female (number)

Female population of the age-group theoretically corresponding to early childhood educational development education as indicated by theoretical entrance age and duration. Early childhood educational development programmes are targeted at children aged 0 to 2 years, and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


School age population, early childhood educational development programmes, male (number)

Male population of the age-group theoretically corresponding to early childhood educational development education as indicated by theoretical entrance age and duration. Early childhood educational development programmes are targeted at children aged 0 to 2 years, and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


School age population, one year before than official primary entry age, both sexes (number)

Population of the age-group theoretically corresponding to one year before the official primary entry age as indicated by theoretical entrance age and duration. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


School age population, one year before than official primary entry age, female (number)

Female population of the age-group theoretically corresponding to one year before the official primary entry age as indicated by theoretical entrance age and duration. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


School age population, one year before than official primary entry age, male (number)

Male population of the age-group theoretically corresponding to one year before the official primary entry age as indicated by theoretical entrance age and duration. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Population of the official entrance age to primary education, both sexes (number)

Population of the age-group theoretically corresponding to the official entrance age to primary education. The official entrance age is the age at which students would enter a given programme or level of education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.


Population of the official entrance age to primary education, female (number)

Female population of the age-group theoretically corresponding to the official entrance age to primary education. The official entrance age is the age at which students would enter a given programme or level of education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.


Population of the official entrance age to primary education, male (number)

Male population of the age-group theoretically corresponding to the official entrance age to primary education. The official entrance age is the age at which students would enter a given programme or level of education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.


Population of the official entrance age to secondary general education, both sexes (number)

Population of the age-group theoretically corresponding to secondary general education as indicated by theoretical entrance age and duration.


Population of the official entrance age to secondary general education, female (number)

Female population of the age-group theoretically corresponding to secondary general education as indicated by theoretical entrance age and duration.


Population of the official entrance age to secondary general education, male (number)

Male population of the age-group theoretically corresponding to secondary general education as indicated by theoretical entrance age and duration.


School age population, post-secondary non-tertiary education, both sexes (number)

Population of the age-group theoretically corresponding to post-secondary non-tertiary education as indicated by theoretical entrance age and duration.


School age population, post-secondary non-tertiary education, female (number)

Female population of the age-group theoretically corresponding to post-secondary non-tertiary education as indicated by theoretical entrance age and duration.


School age population, post-secondary non-tertiary education, male (number)

Male population of the age-group theoretically corresponding to post-secondary non-tertiary education as indicated by theoretical entrance age and duration.


Population of compulsory school age, both sexes (number)

Population of children within the age span that children are legally obliged to attend school.


Population of compulsory school age, female (number)

Population of female children within the age span that children are legally obliged to attend school.


Population of compulsory school age, male (number)

Population of male children within the age span that children are legally obliged to attend school.


Proportion of primary schools with access to computers for pedagogical purposes (%)

Percentage of schools by level of education (primary, lower secondary and upper secondary education) with access to the given facility or service. The value is calculated as the number of schools in a given level of education with access to the relevant facilities expressed as a percentage of all schools at that level of education. Computers for pedagogical use: Use of computers to support course delivery or independent teaching and learning needs. This may include activities using computers or the Internet to meet information needs for research purposes; develop presentations; perform hands-on exercises and experiments; share information; and participate in online discussion forums for educational purposes. A computer is a programmable electronic device that can store, retrieve and process data, as well as share information in a highly-structured manner. It performs high-speed mathematical or logical operations according to a set of instructions or algorithms. Computers include the following types: a desktop computer usually remains fixed in one place; normally the user is placed in front of it, behind the keyboard; a laptop computer is small enough to carry and usually enables the same tasks as a desktop computer; it includes notebooks and netbooks but does not include tablets and similar handheld devices; and a tablet (or similar handheld computer) is a computer that is integrated into a flat touch screen, operated by touching the screen rather than using a physical keyboard. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of primary schools with access to electricity (%)

Percentage of schools by level of education (primary, lower secondary and upper secondary education) with access to the given facility or service. The value is calculated as the number of schools in a given level of education with access to the relevant facilities expressed as a percentage of all schools at that level of education. Electricity is defined as regularly and readily available sources of power (e.g. grid/mains connection, wind, water, solar and fuel-powered generator, etc.) that enable the adequate and sustainable use of ICT infrastructure for educational purposes. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Percentage of primary schools providing life skills-based HIV and sexuality education

Percentage of schools providing life skills-based HIV and sexuality education within the formal curriculum or as part of extra-curricular activities. The value is the number of schools at each level of education providing life skills-based HIV and sexuality education expressed as a percentage of all schools at the given level of education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of primary schools with access to adapted infrastructure and materials for students with disabilities (%)

Percentage of schools by level of education (primary, lower secondary and upper secondary education) with access to the given facility or service. The value is calculated as the number of schools in a given level of education with access to the relevant facilities expressed as a percentage of all schools at that level of education. Adapted infrastructure is defined as any built environment related to education facilities that are accessible to all users, including those with different types of disability, to be able to gain access to use and exit from them. Accessibility includes ease of independent approach, entry, evacuation and/or use of a building and its services and facilities (such as water and sanitation), by all of the building's potential users with an assurance of individual health, safety and welfare during the course of those activities. Adapted materials include learning materials and assistive products that enable students and teachers with disabilities/functioning limitations to access learning and to participate fully in the school environment. Accessible learning materials include textbooks, instructional materials, assessments and other materials that are available and provided in appropriate formats such as audio, braille, sign language and simplified formats that can be used by students and teachers with disabilities/functioning limitations. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of primary schools with access to Internet for pedagogical purposes (%)

Percentage of schools by level of education (primary, lower secondary and upper secondary education) with access to the given facility or service. The value is calculated as the number of schools in a given level of education with access to the relevant facilities expressed as a percentage of all schools at that level of education. Internet for pedagogical purposes is defined as internet that is available for enhancing teaching and learning and is accessible by pupils. Internet is defined as a worldwide interconnected computer network, which provides pupils access to a number of communication services including the World Wide Web and carries e-mail, news, entertainment and data files, irrespective of the device used (i.e. not assumed to be only via a computer and thus can also be accessed by mobile telephone, tablet, PDA, games machine, digital TV etc.). Access can be via a fixed narrowband, fixed broadband, or via mobile network. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of primary schools with single-sex basic sanitation facilities (%)

Percentage of schools by level of education (primary, lower secondary and upper secondary education) with access to the given facility or service. The value is calculated as the number of schools in a given level of education with access to the relevant facilities expressed as a percentage of all schools at that level of education. Basic sanitation facilities are defined as functional improved sanitation facilities separated for males and females on or near the premises. Improved sanitation facilities include a pit latrine with slab, a ventilated improved pit latrine, a flush toilet, a pour-flush toilet or a composting toilet. Unimproved facilities include a pit latrine without a slab, hanging toilets and bucket toilets. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of primary schools with basic handwashing facilities (%)

Percentage of schools by level of education (primary, lower secondary and upper secondary education) with access to the given facility or service. The value is calculated as the number of schools in a given level of education with access to the relevant facilities expressed as a percentage of all schools at that level of education. Basic handwashing facilities are defined as functional handwashing facilities, with soap and water available to all girls and boys. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of primary schools with access to basic drinking water (%)

Percentage of schools by level of education (primary, lower secondary and upper secondary education) with access to the given facility or service. The value is calculated as the number of schools in a given level of education with access to the relevant facilities expressed as a percentage of all schools at that level of education. Basic drinking water is defined as a functional improved drinking water source on or near the premises and water points accessible to all users during school hours. An improved drinking water source is a water delivery point that by the nature of its design protects the water from external contamination, particularly of fecal origin. Examples of improved drinking water facilities include piped water, protected wells, tubewells and boreholes, protected springs and rainwater, purchased bottled water and tanker-trucks. Unimproved water sources include unprotected wells and springs and surface water (e.g. rivers, lakes). For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Proportion of lower secondary schools with access to computers for pedagogical purposes (%)


Proportion of lower secondary schools with access to electricity (%)


Percentage of lower secondary schools providing life skills-based HIV and sexuality education


Proportion of lower secondary schools with access to adapted infrastructure and materials for students with disabilities (%)


Proportion of lower secondary schools with access to Internet for pedagogical purposes (%)


Proportion of lower secondary schools with single-sex basic sanitation facilities (%)


Proportion of lower secondary schools with basic handwashing facilities (%)


Proportion of lower secondary schools with access to basic drinking water (%)


Proportion of secondary schools with access to computers for pedagogical purposes (%)


Proportion of secondary schools with access to Internet for pedagogical purposes (%)


Proportion of upper secondary schools with access to computers for pedagogical purposes (%)


Proportion of upper secondary schools with access to electricity (%)


Percentage of upper secondary schools providing life skills-based HIV and sexuality education


Proportion of upper secondary schools with access to adapted infrastructure and materials for students with disabilities (%)


Proportion of upper secondary schools with access to Internet for pedagogical purposes (%)


Proportion of upper secondary schools with single-sex basic sanitation facilities (%)


Proportion of upper secondary schools with basic handwashing facilities (%)


Proportion of upper secondary schools with access to basic drinking water (%)


School life expectancy, pre-primary, both sexes (years)

Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.


School life expectancy, pre-primary, female (years)


School life expectancy, pre-primary, gender parity index (GPI)

Ratio of female school life expectancy to the male school life expectancy. 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.


School life expectancy, pre-primary, male (years)


School life expectancy, primary, both sexes (years)


School life expectancy, primary, female (years)


School life expectancy, primary, gender parity index (GPI)


School life expectancy, primary, male (years)


School life expectancy, primary and lower secondary, both sexes (years)

Number of years a person of school entrance age can expect to spend within the specified levels of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.


School life expectancy, primary and lower secondary, female (years)


School life expectancy, primary and lower secondary, male (years)


School life expectancy, primary and secondary, both sexes (years)


School life expectancy, primary and secondary, female (years)


School life expectancy, primary and secondary, gender parity index (GPI)


School life expectancy, primary and secondary, male (years)


School life expectancy, primary and lower secondary, gender parity index (GPI)


School life expectancy, primary to tertiary, gender parity index (GPI)


School life expectancy, secondary, both sexes (years)


School life expectancy, secondary, female (years)


School life expectancy, secondary, gender parity index (GPI)


School life expectancy, secondary, male (years)


School life expectancy, post-secondary non-tertiary, both sexes (years)


School life expectancy, post-secondary non-tertiary, female (years)


School life expectancy, post-secondary non-tertiary, gender parity index (GPI)


School life expectancy, post-secondary non-tertiary, male (years)


School life expectancy, tertiary, both sexes (years)


School life expectancy, tertiary, female (years)


School life expectancy, tertiary, gender parity index (GPI)


School life expectancy, tertiary, male (years)


Survival rate to Grade 4 of primary education, both sexes (%)

Percentage of a cohort of students enrolled in the first grade of primary education in a given school year who are expected to reach grade 4, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.


Survival rate to Grade 4 of primary education, female (%)

Percentage of a cohort of female students enrolled in the first grade of primary education in a given school year who are expected to reach grade 4, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.


Survival rate to Grade 4 of primary education, gender parity index (GPI)

Ratio of female survival rate to grade 4 to the male survival rate to grade 4. 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.


Survival rate to Grade 4 of primary education, male (%)

Percentage of a cohort of male students enrolled in the first grade of primary education in a given school year who are expected to reach grade 4, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.


Survival rate to Grade 5 of primary education, gender parity index (GPI)

Ratio of female survival rate to grade 5 to the male survival rate to grade 5. 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.


Survival rate to the last grade of primary education, gender parity index (GPI)

Ratio of female survival rate to the last grade of primary education to the male survival rate to the last grade of primary 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.


Teachers in early childhood educational development programmes, both sexes (number)

Total number of teachers in public and private early childhood educational development programmes. 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Teachers in early childhood educational development programmes, female (number)

Total number of female teachers in public and private early childhood educational development programmes. 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Teachers in early childhood educational development programmes, male (number)

Total number of male teachers in public and private early childhood educational development programmes. 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Teachers in pre-primary education, male (number)

Total number of male teachers in public and private pre-primary education institutions. 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Teachers in primary education, male (number)

Total number of male teachers in public and private primary education institutions. 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/


Teachers in lower secondary education, both sexes (number)

Total number of teachers in public and private lower secondary education institutions (ISCED 2). 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.


Teachers in lower secondary education, female (number)

Total number of female teachers in public and private lower secondary education institutions (ISCED 2). 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.


Teachers in lower secondary education, male (number)

Total number of male teachers in public and private lower secondary education institutions (ISCED 2). 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/